Business Education Curriculum Standards K-12. Revised.

ERIC Educational Resources Information Center

Delaware State Dept. of Public Instruction, Dover. Div. of Vocational Education.

These State Curriculum Standards for Business Education are designed for use by school district administrators and teachers in developing local business education programs. The first section shows a cross-reference of new courses and programs to existing courses and programs in Delaware. Course descriptions that identify the title, length, and…

Flexner 2.0-Longitudinal Study of Student Participation in a Campus-Wide General Pathology Course for Graduate Students at The University of Arizona.

PubMed

Briehl, Margaret M; Nelson, Mark A; Krupinski, Elizabeth A; Erps, Kristine A; Holcomb, Michael J; Weinstein, John B; Weinstein, Ronald S

2016-01-01

Faculty members from the Department of Pathology at The University of Arizona College of Medicine-Tucson have offered a 4-credit course on enhanced general pathology for graduate students since 1996. The course is titled, "Mechanisms of Human Disease." Between 1997 and 2016, 270 graduate students completed Mechanisms of Human Disease. The students came from 21 programs of study. Analysis of Variance, using course grade as the dependent and degree, program, gender, and year (1997-2016) as independent variables, indicated that there was no significant difference in final grade (F = 0.112; P = .8856) as a function of degree (doctorate: mean = 89.60, standard deviation = 5.75; master's: mean = 89.34, standard deviation = 6.00; certificate program: mean = 88.64, standard deviation = 8.25), specific type of degree program (F = 2.066, P = .1316; life sciences: mean = 89.95, standard deviation = 6.40; pharmaceutical sciences: mean = 90.71, standard deviation = 4.57; physical sciences: mean = 87.79, standard deviation = 5.17), or as a function of gender (F = 2.96, P = .0865; males: mean = 88.09, standard deviation = 8.36; females: mean = 89.58, standard deviation = 5.82). Students in the physical and life sciences performed equally well. Mechanisms of Human Disease is a popular course that provides students enrolled in a variety of graduate programs with a medical school-based course on mechanisms of diseases. The addition of 2 new medically oriented Master of Science degree programs has nearly tripled enrollment. This graduate level course also potentially expands the interdisciplinary diversity of participants in our interprofessional education and collaborative practice exercises.

Flexner 2.0—Longitudinal Study of Student Participation in a Campus-Wide General Pathology Course for Graduate Students at The University of Arizona

PubMed Central

Briehl, Margaret M.; Nelson, Mark A.; Krupinski, Elizabeth A.; Erps, Kristine A.; Holcomb, Michael J.; Weinstein, John B.

2016-01-01

Faculty members from the Department of Pathology at The University of Arizona College of Medicine-Tucson have offered a 4-credit course on enhanced general pathology for graduate students since 1996. The course is titled, “Mechanisms of Human Disease.” Between 1997 and 2016, 270 graduate students completed Mechanisms of Human Disease. The students came from 21 programs of study. Analysis of Variance, using course grade as the dependent and degree, program, gender, and year (1997-2016) as independent variables, indicated that there was no significant difference in final grade (F = 0.112; P = .8856) as a function of degree (doctorate: mean = 89.60, standard deviation = 5.75; master’s: mean = 89.34, standard deviation = 6.00; certificate program: mean = 88.64, standard deviation = 8.25), specific type of degree program (F = 2.066, P = .1316; life sciences: mean = 89.95, standard deviation = 6.40; pharmaceutical sciences: mean = 90.71, standard deviation = 4.57; physical sciences: mean = 87.79, standard deviation = 5.17), or as a function of gender (F = 2.96, P = .0865; males: mean = 88.09, standard deviation = 8.36; females: mean = 89.58, standard deviation = 5.82). Students in the physical and life sciences performed equally well. Mechanisms of Human Disease is a popular course that provides students enrolled in a variety of graduate programs with a medical school-based course on mechanisms of diseases. The addition of 2 new medically oriented Master of Science degree programs has nearly tripled enrollment. This graduate level course also potentially expands the interdisciplinary diversity of participants in our interprofessional education and collaborative practice exercises. PMID:28725783

Study on Design and Implementation of JAVA Programming Procedural Assessment Standard

ERIC Educational Resources Information Center

Tingting, Xu; Hua, Ma; Xiujuan, Wang; Jing, Wang

2015-01-01

The traditional JAVA course examination is just a list of questions from which we cannot know students' skills of programming. According to the eight abilities in curriculum objectives, we designed an assessment standard of JAVA programming course that is based on employment orientation and apply it to practical teaching to check the teaching…

All in: expansion of the acquisition of data for outcomes and procedure transfer (ADOPT) program to an entire SAGES annual meeting hands-on hernia course.

PubMed

Dort, Jonathan; Trickey, Amber; Paige, John; Schwarz, Erin; Cecil, Tom; Coleman, Mark; Dunkin, Brian

2018-05-01

Continuing professional development (CPD) for the surgeon has been challenging because of a lack of standardized approaches of hands-on courses, resulting in poor post-course outcomes. To remedy this situation, SAGES has introduced the ADOPT program, implementing a standardized, long-term mentoring program as part of its hernia hands-on course. Previous work evaluating the pilot program showed increased adoption of learned procedures as well as increased confidence of the mentored surgeons. This manuscript describes the impact of such a program when it is instituted across an entire hands-on course. Following collection of pre-course benchmark data, all participants in the 2016 SAGES hands-on hernia course underwent structured, learner-focused instruction during the cadaveric lab. All faculty had completed a standardized teaching course in the Lapco TT format. Subsequently, course participants were enrolled in a year-long program involving longitudinal mentorship, webinars, conference calls, and coaching. Information about participant demographics, training, experience, self-reported case volumes, and confidence levels related to procedures were collected via survey 3 months prior to 9 months after the course. Twenty surgeons participated in the SAGES ADOPT 2016 hands-on hernia program. Of these, seventeen completed pre-course questionnaires (85%), ten completed the 3-month questionnaire (50%), and four completed the 9-month questionnaire (20%). Nine of ten respondents of the 3-month survey (90%) reported changes in their practice. In the 9-month survey, significant increases in the annualized procedural volumes were reported for open primary ventral hernia repair, open components separation, and mesh insertion for ventral hernia repair (p < 0.001). The expansion of the ADOPT program to an entire hands-on hernia course is both feasible and beneficial, with evidence of Kirkpatrick Levels 1-4a training effectiveness. This expanded success suggests that it is a useful blueprint for the CPD of surgeons wishing to learn new techniques and procedures for their patients.

38 CFR 21.5870 - Measurement of courses.

Code of Federal Regulations, 2012 CFR

2012-07-01

... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Educational Assistance Test Program Measurement of Courses § 21.5870 Measurement of courses. (a) Credit hour measurement: undergraduate, standard term. An individual who enrolls in a standard quarter or semester for 12 undergraduate credit hours is a full-time...

38 CFR 21.5870 - Measurement of courses.

Code of Federal Regulations, 2011 CFR

2011-07-01

... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Educational Assistance Test Program Measurement of Courses § 21.5870 Measurement of courses. (a) Credit hour measurement: undergraduate, standard term. An individual who enrolls in a standard quarter or semester for 12 undergraduate credit hours is a full-time...

38 CFR 21.5870 - Measurement of courses.

Code of Federal Regulations, 2014 CFR

2014-07-01

... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Educational Assistance Test Program Measurement of Courses § 21.5870 Measurement of courses. (a) Credit hour measurement: undergraduate, standard term. An individual who enrolls in a standard quarter or semester for 12 undergraduate credit hours is a full-time...

38 CFR 21.5870 - Measurement of courses.

Code of Federal Regulations, 2013 CFR

2013-07-01

... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Educational Assistance Test Program Measurement of Courses § 21.5870 Measurement of courses. (a) Credit hour measurement: undergraduate, standard term. An individual who enrolls in a standard quarter or semester for 12 undergraduate credit hours is a full-time...

Emergency Medical Services Instructor Training Program. A National Standard Curriculum. Course Guide. First Edition.

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

This course guide is designed to aid the course administrator and coordinator in understanding, developing, and implementing all phases of an Emergency Medical Services (EMS) instructor training course. An introduction provides an overview of the training program and the administrator's and coordinator's responsibilities in the organization and…

Hands-on 2.0: improving transfer of training via the Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) Acquisition of Data for Outcomes and Procedure Transfer (ADOPT) program.

PubMed

Dort, Jonathan; Trickey, Amber; Paige, John; Schwarz, Erin; Dunkin, Brian

2017-08-01

Practicing surgeons commonly learn new procedures and techniques by attending a "hands-on" course, though trainings are often ineffective at promoting subsequent procedure adoption in practice. We describe implementation of a new program with the SAGES All Things Hernia Hands-On Course, Acquisition of Data for Outcomes and Procedure Transfer (ADOPT), which employs standardized, proven teaching techniques, and 1-year mentorship. Attendee confidence and procedure adoption are compared between standard and ADOPT programs. For the pilot ADOPT course implementation, a hands-on course focusing on abdominal wall hernia repair was chosen. ADOPT participants were recruited among enrollees for the standard Hands-On Hernia Course. Enrollment in ADOPT was capped at 10 participants and limited to a 2:1 student-to-faculty ratio, compared to the standard course 22 participants with a 4:1 student-to-faculty ratio. ADOPT mentors interacted with participants through webinars, phone conferences, and continuous email availability throughout the year. All participants were asked to provide pre- and post-course surveys inquiring about the number of targeted hernia procedures performed and related confidence level. Four of 10 ADOPT participants (40%) and six of 22 standard training participants (27%) returned questionnaires. Over the 3 months following the course, ADOPT participants performed more ventral hernia mesh insertion procedures than standard training participants (median 13 vs. 0.5, p = 0.010) and considerably more total combined procedures (median 26 vs. 7, p = 0.054). Compared to standard training, learners who participated in ADOPT reported greater confidence improvements in employing a components separation via an open approach (p = 0.051), and performing an open transversus abdominis release, though the difference did not achieve statistical significance (p = 0.14). These results suggest that the ADOPT program, with standardized and structured teaching, telementoring, and a longitudinal educational approach, is effective and leads to better transfer of learned skills and procedures to clinical practice.

2016-2017 Florida Adult High School Technical Assistance Paper

ERIC Educational Resources Information Center

Florida Department of Education, 2017

2017-01-01

The Adult High School (AHS) program enables an adult no longer enrolled in public high school to complete the required courses and state assessments to earn a standard high school diploma. Course requirements are in accordance with standards established by the state. A program of instruction for both traditional and co-enrolled AHS students shall…

Gap analysis survey: an aid in transitioning to standardized curricula for nuclear medicine technology.

PubMed

Bires, Angela Macci; Mason, Donna L; Gilmore, David; Pietrzyk, Carly

2012-09-01

This article discusses the process by which the Society of Nuclear Medicine Technology Section (SNMTS) is assisting educators as they transition to comply with the fourth edition of the Curriculum Guide for Educational Programs in Nuclear Medicine Technology. An electronic survey was sent to a list of nuclear medicine technology programs compiled by the educational division of the SNMTS. The collected data included committee member demographics, goals and objectives, conference call minutes, consultation discussions, transition examples, 4- and 2-y program curricula, and certificate program curricula. There were 56 responses to the survey. All respondents were program directors, with 3 respondents having more than one type of program, for a total of 59 programs. Of these, 19 (33.93%) were baccalaureate, 19 (28.57%) associate, and 21 (37.5%) certificate. Forty-eight respondents (85.71%) had accreditation through the Joint Review Commission on Educational Programs in Nuclear Medicine Technology, 6 (10.71%) had regional accreditation, and 2 (3.57%) were accredited through other entities. Thirteen categories of required general education courses were identified, and the existing program curricula of 9 (69.2%) courses were more than 50% compliant with the fourth edition Curriculum Guide. The fact that no measurable gap could be found within the didactic professional content across programs was due to the lack of a degree requirement and content standardization within the profession. The data indicated that the participating programs offer a minimum of 1-15 contact hours in emerging technology modalities. The required clinical hours ranged from 765 to 1,920 for degree or certificate completion. The average number of clinical hours required for all programs was 1,331.69. Standardization of the number and types of courses is needed both for current baccalaureate programs and for clinical education. This standardization will guide programs in transitioning from a certificate or associate level to the baccalaureate level. The greatest obstacle is in expanding curricula to meet the recommendations of the fourth edition Curriculum Guide. Such expansion to entry-level competency may be met by incorporating hybrid imaging courses, secondary-level courses, and equivalency courses on the basic sciences and emerging technologies.

Standardization of Course Plan and Design of Objective Structured Field Examination (OSFE) for the Assessment of Pharm.D. Student’s Community Pharmacy Clerkship Skills

PubMed Central

Monajjemzadeh, Farnaz; Shokri, Javad; Mohajel Nayebi, Ali Reza; Nemati, Mahboob; Azarmi, Yadollah; Charkhpour, Mohammad; Najafi, Moslem

2014-01-01

Purpose: This study was aimed to design Objective Structured Field Examination (OSFE) and also standardize the course plan of community pharmacy clerkship at Pharmacy Faculty of Tabriz University of Medical Sciences (Iran). Methods: The study was composed of several stages including; evaluation of the old program, standardization and implementation of the new course plan, design and implementation of OSFE, and finally results evaluation. Results: Lack of a fair final assessment protocol and proper organized educating system in various fields of community pharmacy clerkship skills were assigned as the main weaknesses of the old program. Educational priorities were determined and student’s feedback was assessed to design the new curriculum consisting of sessions to fulfill a 60-hour training course. More than 70% of the students were satisfied and successfulness and efficiency of the new clerkship program was significantly greater than the old program (P<0.05). In addition, they believed that OSFE was a suitable testing method. Conclusion: The defined course plan was successfully improved different skills of the students and OSFE was concluded as a proper performance based assessment method. This is easily adoptable by pharmacy faculties to improve the educational outcomes of the clerkship course. PMID:24511477

Standardized Curriculum for Small Engine Repair.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

This curriculum guide for small engine repair was developed by the state of Mississippi to standardize vocational education course titles and core contents. The objectives contained in this document are common to all small engine repair programs in the state. The guide contains objectives for small engine repair I and II courses. Units in course I…

A Study of Information Systems Programs Accredited by ABET in Relation to IS 2010

ERIC Educational Resources Information Center

Feinstein, David; Longenecker, Herbert E., Jr.; Shrestha, Dina

2014-01-01

This article examines the relationship between ABET CAC standards for undergraduate programs of information systems and IS 2010 curriculum specifications. We have reviewed current institution described course work that identifies course structures from accredited IS programs. The accredited programs all matched the expectations expressed in ABET…

Basic Training Program for Emergency Medical Technician Ambulance: Course Guide.

ERIC Educational Resources Information Center

Fucigna, Joseph T.; And Others

In an effort to upgrade or further develop the skills levels of all individuals involved in the emergency medical care service, this training program was developed for the National Highway Safety Bureau. This specific course is an attempt to organize, conduct, and standardize a basic training course for emergency medical technicians (EMTs). The…

Assessing Faculty Experiences with and Perceptions of an Internal Quality Assurance Process for Undergraduate Distributed Learning Courses: A Pilot Study

ERIC Educational Resources Information Center

Rucker, Ryan; Edwards, Karen; Frass, Lydia R.

2015-01-01

To ensure that online courses match traditional classes' quality, some institutions are implementing internal standards for online course design and quality review. The University of South Carolina created the Distributed Learning Quality Review program, based on "Quality Matters'" standards. It was designed to be faculty-guided, as…

Integrated Lecture and Laboratory Chemistry Components of Science Education Program for Early and Middle Childhood Education Majors

NASA Astrophysics Data System (ADS)

Lunsford, S. K.

2004-05-01

Two new chemistry courses were developed for early childhood and middle childhood education majors. The results of a pre- and posttest in the courses indicate success in developing student content knowledge and ability to problem solve. In addition these courses are designed to develop preservice teachers' understanding of the National Science Education Standards and foster support for implementing these standards in their classrooms. These courses provide materials, resources, and guidance in implementing the standards in their future teaching careers.

Contextualized IT Education in Tanzania: Beyond Standard IT Curricula

ERIC Educational Resources Information Center

Tedre, Matti; Bangu, Nicholas; Nyagava, Seth I.

2009-01-01

Tumaini University at Iringa, Tanzania, started a new B.Sc. program in IT in 2007. In the course of planning and implementation of the program, we found out that standard ACM/IEEE IT curricula are not adequate for an IT program in a poor, developing country. The standard curricula describe, in detail, the competences that IT specialists in…

The National Shipbuilding Research Program. Report on Short Course on: Implementation of Zone Technology in the Repair and Overhaul Environment

DTIC Science & Technology

1997-05-01

INNOVATION MARINE INDUSTRY STANDARDS WELDING INDUSTRIAL ENGINEERING EDUCATION AND TRAINING THE NATIONAL SHIPBUILDING RESEARCH PROGRAM May 1, 1997 NSRP 0495...Report on Short Course on: Implementation of Zone Technology in the Repair and Overhaul Environment U.S. DEPARTMENT OF THE NAVY CARDEROCK DIVISION...COVERED - 4. TITLE AND SUBTITLE The National Shipbuilding Research Program, Report on Short Course on: Implementation of Zone Technology in the

Colorado Model Content Standards: Foreign Language.

ERIC Educational Resources Information Center

Colorado State Dept. of Education, Denver.

The model course content standards for foreign language instruction in Colorado's public schools, K-12, provide guidelines, not curriculum, for school districts to design language programs. An introductory section presents some basic considerations in program design. The two general standards for foreign language performance are that: (1) students…

Standards Based Design: Teaching K-12 Educators to Build Quality Online Courses

ERIC Educational Resources Information Center

Quiroz, René E.; Ritter, Nicola L.; Li, Yun; Newton, Rhonda C.; Palkar, Trupti

2016-01-01

The number of online courses, programs, and schools are growing exponentially in K-12 education. Given the unique nature of online courses and the distinct skills necessary to create a quality online course, it is essential that effective professional development be provided for teachers designing online courses. Online courses need to be of the…

Standardized Curriculum for Service Station Retailing.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

This curriculum guide for service station retailing was developed by the state of Mississippi to standardize vocational education course titles and core contents. The objectives contained in this document are common to all service station retailing programs in the state. The guide contains objectives for service station retailing I and II courses.…

National Standards for Quality Online Courses: Version 2

ERIC Educational Resources Information Center

International Association for K-12 Online Learning, 2011

2011-01-01

The mission of the International Association for K-12 Online Learning (iNACOL) is to ensure all students have access to world-class education and quality online learning opportunities that prepare them for a lifetime of success. "National Standards for Quality Online Courses" is designed to provide states, districts, online programs, and…

Science, Levels 7-12. Secondary Core Curriculum Standards.

ERIC Educational Resources Information Center

Utah State Board of Education, Salt Lake City. Div. of Curriculum and Instruction.

This document presents the core science curriculum standards which must be completed by all students as a requisite for graduation from Utah's secondary schools. Contained within are the elementary and secondary school program of studies and high school graduation requirements. Each course entry for grades 7-12 contains: course title, unit of…

Standardized Curriculum for Metal Trades.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

This curriculum guide for the metal trades was developed by the state of Mississippi to standardize vocational education course titles and core contents. The objectives contained in this document are common to all metal trades programs in the state. The guide contains objectives for Metal Trades I and II courses. Units in Metal Trades I cover the…

Principal's Preparation Program: Managing the Learning Environment Using ELCC Standards

ERIC Educational Resources Information Center

Tubbs, J. Eric; Heard, Michael S.; Epps, Adrian

2011-01-01

School principals need to be well prepared to manage school facilities assigned to their care. Educational leadership programs can make best use of the Educational Leadership Constituent Council (ELCC) Standards to develop a course of study to address school facility management issues. Every standard has its facility implications that lead to…

First Responder: National Standard Curriculum (Instructor's Course Guide)

DOT National Transportation Integrated Search

1995-08-01

This course is one of a series of courses making up a National EMS education : program for out-of hospital care. The First Responder is a designated level of : emergency medical care provider as outlined by the National EMS Education and : Practice B...

38 CFR 21.4253 - Accredited courses.

Code of Federal Regulations, 2011 CFR

2011-07-01

...) VOCATIONAL REHABILITATION AND EDUCATION Administration of Educational Assistance Programs Courses § 21.4253... educational institution which is a member of one of the nationally recognized accrediting agencies or... required part of the curriculum. The course objective may be educational (high school diploma or a standard...

State Skill Standards: Digital Video & Broadcast Production

ERIC Educational Resources Information Center

Bullard, Susan; Tanner, Robin; Reedy, Brian; Grabavoi, Daphne; Ertman, James; Olson, Mark; Vaughan, Karen; Espinola, Ron

2007-01-01

The standards in this document are for digital video and broadcast production programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school program. Digital Video and Broadcast Production is a program that consists of the initial fundamentals and sequential courses that prepare…

Evaluating Motivational Interviewing in the Physician Assistant Curriculum.

PubMed

Halbach, Patrick; Keller, Abiola O

2017-09-01

Motivational interviewing (MI) is an evidence-based technique that enables clinicians to help patients modify health behaviors. Although MI is an essential tool for physician assistants (PAs), the extent to which it is addressed in PA curricula in the United States is unknown. This study is a comprehensive description of MI education in PA programs in the United States. Data are from the 2014 Physician Assistant Education Association Annual Program Survey. Descriptive statistics were conducted on de-identified data from all 186 PA programs in the United States. Of the 186 PA programs surveyed, 72.58% (n = 135) reported at least one course providing MI training. Availability of courses providing training in skills essential to the MI process varied. Having a course with verbal communication training was most frequently endorsed, and having a course with training in developing discrepancy was least frequently endorsed. The most popular teaching modality was lecture (84.95%, n = 158), whereas only 41.40% (n = 77) and 58.60% (n = 109) reported role play with evaluation and standardized patient exercises with evaluation, respectively. More than 70% of programs included at least one course in their curriculum that provided training in MI, suggesting that PA programs recognize the importance of MI. Instruction in change talk was not provided in nearly half of the programs. Role-play and standardized patient exercises with evaluation were underused methods despite their proven efficacy in MI education. As the first comprehensive benchmark of MI education for PAs, this study shows that although most programs address MI, opportunities exist to improve MI training in PA programs in the United States.

Quality Matters Rubric Potential for Enhancing Online Foreign Language Education

ERIC Educational Resources Information Center

Al Zumor, Abdul Wahed Q.

2015-01-01

Quality Matters Program is designed to certify the quality of online courses in colleges and universities across and beyond the U.S. The Quality Matters Rubric (QMR) consists of eight general standards and 41 specific standards which are used to evaluate and design online and blended courses. The purpose of this study is to highlight the QMR…

76 FR 39878 - Agency Forms Undergoing Paperwork Reduction Act Review

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-07

.... Proposed Project Pulmonary Function Testing Course Approval Program, 29 CFR 1910.1043--Extension--(OMB No... Occupational Safety and Health Administration's Cotton Dust Standard, 29 CFR 1920.1043, for approving courses...

76 FR 29243 - Agency Forms Undergoing Paperwork Reduction Act Review

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-20

.... Proposed Project Pulmonary Function Testing Course Approval Program, 29 CFR 1910.1043--Extension--(OMB No... Occupational Safety and Health Administration's Cotton Dust Standard, 29 CFR 1920.1043, for approving courses...

A review of forensic science higher education programs in the United States: bachelor's and master's degrees.

PubMed

Tregar, Kristen L; Proni, Gloria

2010-11-01

As the number of forensic science programs offered at higher education institutions rises, and more students express an interest in them, it is important to gain information regarding the offerings in terms of courses, equipment available to students, degree requirements, and other important aspects of the programs. A survey was conducted examining the existing bachelor's and master's forensic science programs in the U.S. Of the responding institutions, relatively few were, at the time of the survey, accredited by the forensic science Education Programs Accreditation Commission (FEPAC). In general, the standards of the responding programs vary considerably primarily in terms of their size and subjects coverage. While it is clear that the standards for the forensic science programs investigated are not homogeneous, the majority of the programs provide a strong science curriculum, faculties with advanced degrees, and interesting forensic-oriented courses. © 2010 American Academy of Forensic Sciences.

Creating Next Generation Teacher Preparation Programs to Support Implementation of the Next Generation Science Standards and Common Core State Standards in K-12 Schools: An Opportunity for the Earth and Space Sciences

NASA Astrophysics Data System (ADS)

Geary, E. E.; Egger, A. E.; Julin, S.; Ronca, R.; Vokos, S.; Ebert, E.; Clark-Blickenstaff, J.; Nollmeyer, G.

2015-12-01

A consortium of two and four year Washington State Colleges and Universities in partnership with Washington's Office of the Superintendent of Public Instruction (OSPI), the Teachers of Teachers of Science, and Teachers of Teachers of Mathematics, and other key stakeholders, is currently working to improve science and mathematics learning for all Washington State students by creating a new vision for STEM teacher preparation in Washington State aligned with the Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS) in Mathematics and Language Arts. Specific objectives include: (1) strengthening elementary and secondary STEM Teacher Preparation courses and curricula, (2) alignment of STEM teacher preparation programs across Washington State with the NGSS and CCSS, (3) development of action plans to support implementation of STEM Teacher Preparation program improvement at Higher Education Institutions (HEIs) across the state, (4) stronger collaborations between HEIs, K-12 schools, government agencies, Non-Governmental Organizations, and STEM businesses, involved in the preparation of preservice STEM teachers, (5) new teacher endorsements in Computer Science and Engineering, and (6) development of a proto-type model for rapid, adaptable, and continuous improvement of STEM teacher preparation programs. A 2015 NGSS gap analysis of teacher preparation programs across Washington State indicates relatively good alignment of courses and curricula with NGSS Disciplinary Core Ideas and Scientific practices, but minimal alignment with NGSS Engineering practices and Cross Cutting Concepts. Likewise, Computer Science and Sustainability ideas and practices are not well represented in current courses and curricula. During the coming year teams of STEM faculty, education faculty and administrators will work collaboratively to develop unique action plans for aligning and improving STEM teacher preparation courses and curricula at their institutions.

Change and Continuity in Experiential Education: A Case Study.

ERIC Educational Resources Information Center

James, Thomas

1989-01-01

Traces program development at the North Carolina Outward Bound school from 1967 to 1987. Describes changes in the standard three-week challenge course, evolution of short intensive courses, and introduction of tailored contract courses in response to changing market demands. Discusses implications for institutional mission, identity, and…

Communication Challenges in Requirements Definition: A Classroom Simulation

ERIC Educational Resources Information Center

Ramiller, Neil C.; Wagner, Erica L.

2011-01-01

Systems analysis and design is a standard course offering within information systems programs and often an important lecture topic in Information Systems core courses. Given the persistent difficulty that organizations experience in implementing systems that meet their requirements, it is important to help students in these courses get a tangible…

Chicago Manufacturing Tech Prep. Fiscal Year 1991 Final Report.

ERIC Educational Resources Information Center

Chicago City Colleges, IL.

During its first year of development in 1991, the Chicago Manufacturing Technical Preparation (Tech Prep) Program established a plan for implementing an industry-driven, articulated 4-year manufacturing technology course of study that integrates applied academic courses with technical courses and meets industry hiring standards. The project…

40 CFR 51.1011 - Requirements for mid-course review.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 2 2012-07-01 2012-07-01 false Requirements for mid-course review. 51.1011 Section 51.1011 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS... PM2.5 National Ambient Air Quality Standards § 51.1011 Requirements for mid-course review. (a) Any...

40 CFR 51.1011 - Requirements for mid-course review.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 40 Protection of Environment 2 2014-07-01 2014-07-01 false Requirements for mid-course review. 51.1011 Section 51.1011 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS... PM2.5 National Ambient Air Quality Standards § 51.1011 Requirements for mid-course review. (a) Any...

40 CFR 51.1011 - Requirements for mid-course review.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 2 2010-07-01 2010-07-01 false Requirements for mid-course review. 51.1011 Section 51.1011 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS... PM2.5 National Ambient Air Quality Standards § 51.1011 Requirements for mid-course review. (a) Any...

Reinventing the Wheel: One Program's Approach to Redesign of Didactic Courses.

PubMed

Hudak, Nicholas M; Scott, Victoria; Spear, Sherrie B; Hills, Karen J

2015-12-01

Curriculum and course redesign are expected and intentional efforts in health professions education. For physician assistant (PA) education, ongoing program self-assessment is a required accreditation standard and may guide deliberate changes within curriculum. The purpose of this article is to describe one PA program’s approach to the redesign of 4 courses into 3 courses that span the entire didactic phase. Significant lessons learned include the importance of planning ahead, identifying key players, documenting the process as part of ongoing self-assessment, competency mapping, and being prepared to make real-time modifications and changes based on course evaluations and faculty feedback. Our approach and guiding principles to the successful redesign of the didactic courses may provide both established and new PA educational programs with useful methods to apply in their own unique curricula.

Emergency medical personnel training: I. An historical perspective.

PubMed

Sytkowski, P A; Jacobs, L M; Meany, M

1983-01-01

The status of Emergency Medical Technicians has evolved from an undefined role with few rules, regulations, or standards to an established health care profession and a nationally administered program. The evolution of this profession received major impetus from the 1966 report by the National Academy of Science/National Research Council that provided recommended training standards. Development of a training course curriculum for basic life support (BLS) followed. The need for coordinated training of Emergency Medical Technical Technicians was recognized, and funds became available to aid in the national standardization of education, examination, certification, and recertification procedures for EMTs. Concomitant with the attempt to standardize BLS training, advanced life support (ALS) programs grew in number. By 1977 the National Standard Training Curriculum became available and was soon followed by a national certification exam. As states have the option to accept or reject the federal standards embodied in the national training course, there remains variation among programs offered by each state. Because of the difference in need for specific emergency services among the states at a time of increased professional mobility, arguments still exist regarding the desirability of federally mandated training and certification programs.

Developing an Undergraduate Public Health Introductory Core Course Series

PubMed Central

Nelson-Hurwitz, Denise C.; Tagorda, Michelle; Kehl, Lisa; Buchthal, Opal V.; Braun, Kathryn L.

2018-01-01

The number of undergraduate public health education programs is increasing, but few publications provide examples of introductory public health courses that provide foundational knowledge and meet 2016 Council on Education in Public Health (CEPH) accreditation standards. This article presents the development and testing of a three-course, introductory series in public health at the University of Hawai‘i at Mānoa (UHM). Development was informed by best pedagogical practices in education, web review of existing programs, literature review, key informant interviews, and accreditation standards. Student mastery of required concepts, domains, and competencies is assessed through testing and class assignments. Data from course evaluations, students' exit questionnaires at graduation, and faculty feedback were used to continuously evolve and adapt the curriculum. The three-course series—including Introduction to Public Health, Public Health Issues in Hawai‘i, and Introduction to Global Health—was designed to provide incoming undergraduate public health students with a foundation in local, national, and global public health concepts and domains, while improving their skills in public health communication and information literacy. Data from class assignments, examinations, and later coursework suggest students are mastering the course materials and gaining required competencies. Data from course evaluation and exit questionnaires suggest that the students appreciate the series' approach and the challenge to apply course concepts locally and globally in subsequent courses. This foundational public health series provides a model for an introductory course series that can be implemented with existing resources by most programs, meets the new CEPH requirements, is well-received by students, and prepares students well for upper-division public health courses. PMID:29892596

Developing an Undergraduate Public Health Introductory Core Course Series.

PubMed

Nelson-Hurwitz, Denise C; Tagorda, Michelle; Kehl, Lisa; Buchthal, Opal V; Braun, Kathryn L

2018-01-01

The number of undergraduate public health education programs is increasing, but few publications provide examples of introductory public health courses that provide foundational knowledge and meet 2016 Council on Education in Public Health (CEPH) accreditation standards. This article presents the development and testing of a three-course, introductory series in public health at the University of Hawai'i at Mānoa (UHM). Development was informed by best pedagogical practices in education, web review of existing programs, literature review, key informant interviews, and accreditation standards. Student mastery of required concepts, domains, and competencies is assessed through testing and class assignments. Data from course evaluations, students' exit questionnaires at graduation, and faculty feedback were used to continuously evolve and adapt the curriculum. The three-course series-including Introduction to Public Health, Public Health Issues in Hawai'i, and Introduction to Global Health-was designed to provide incoming undergraduate public health students with a foundation in local, national, and global public health concepts and domains, while improving their skills in public health communication and information literacy. Data from class assignments, examinations, and later coursework suggest students are mastering the course materials and gaining required competencies. Data from course evaluation and exit questionnaires suggest that the students appreciate the series' approach and the challenge to apply course concepts locally and globally in subsequent courses. This foundational public health series provides a model for an introductory course series that can be implemented with existing resources by most programs, meets the new CEPH requirements, is well-received by students, and prepares students well for upper-division public health courses.

The MPA Capstone Course: Multifaceted Uses and Potentialities in Program Assessment

ERIC Educational Resources Information Center

Ahmed, Shamima

2015-01-01

In the United States, Master of Public Administration Program (MPA) accreditations come through fulfilling the Network of Schools of Public Policy, Affairs, and administration (NASPAA) accreditation standards. In 2009, NASPAA made some significant revisions to its accreditation standards. One of the major revisions is the requirement for programs…

Standards for Competence in Braille Literacy Skills in Teacher Preparation Programs.

ERIC Educational Resources Information Center

Amato, Sheila

2002-01-01

A survey was conducted with 45 instructors from teacher training programs for teaching students with visual impairments. Respondents evidenced a strong commitment to Braille literacy and teacher preparation, however, findings indicate a lack of consistency in Braille courses with respect to standards and criteria for competence in Braille…

76 FR 24028 - Proposed Data Collections Submitted for Public Comment and Recommendations

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-29

... Function Testing Course Approval Program, 29 CFR 1910.1043 (OMB No. 0920-0138)--Extension--The National... Administration's Cotton Dust Standard, 29 CFR 1920.1043, for approving courses to train technicians to perform...

Faculty Qualification Policies and Strategies Relevant to Dual Enrollment Programs: An Analysis of States and Regional Accreditation Agencies. Policy Report

ERIC Educational Resources Information Center

Horn, Aaron S.; Reinert, Leah; Jang, Sung Tae; Zinth, Jennifer Dounay

2016-01-01

As dual enrollment programs continue to expand, a critical challenge is to ensure that the quality of such courses offered in high schools is equivalent to the quality of courses taught in postsecondary institutions. Standards for faculty qualifications have historically constituted one facet of efforts to regulate educational quality, and thus…

Guidelines for Assessment and Instruction in Statistics Education (GAISE): extending GAISE into nursing education.

PubMed

Hayat, Matthew J

2014-04-01

Statistics coursework is usually a core curriculum requirement for nursing students at all degree levels. The American Association of Colleges of Nursing (AACN) establishes curriculum standards for academic nursing programs. However, the AACN provides little guidance on statistics education and does not offer standardized competency guidelines or recommendations about course content or learning objectives. Published standards may be used in the course development process to clarify course content and learning objectives. This article includes suggestions for implementing and integrating recommendations given in the Guidelines for Assessment and Instruction in Statistics Education (GAISE) report into statistics education for nursing students. Copyright 2014, SLACK Incorporated.

Calculus ABCs: A Gateway for Freshman Calculus

ERIC Educational Resources Information Center

Fulton, Scott R.

2003-01-01

This paper describes a gateway testing program designed to ensure that students acquire basic skills in freshman calculus. Students must demonstrate they have mastered standards for "Absolutely Basic Competency"--the Calculus ABCs--in order to pass the course with a grade of C or better. We describe the background, standards, and testing program.…

A Laboratory Safety Program at Delaware.

ERIC Educational Resources Information Center

Whitmyre, George; Sandler, Stanley I.

1986-01-01

Describes a laboratory safety program at the University of Delaware. Includes a history of the program's development, along with standard safety training and inspections now being implemented. Outlines a two-day laboratory safety course given to all graduate students and staff in chemical engineering. (TW)

Developing a Standard Based Advanced Lab Course that Fulfills COM3 Requirements

NASA Astrophysics Data System (ADS)

Michalak, Rudi

2015-03-01

An advanced physics lab has been developed into a course that fulfills the requirements for a university studies program `COM3' course using Standard Teaching (ST) methods. The COM3 course is a capstone course under the new USP2015 study requirements for all majors. It replaces the WC writing requirement, typically filled in the English Dept., and adds the teaching of oral and digital communication skills. ST is a method that replaces typical assessments (homework / exam grades) with new assessments that measure certain specified learning outcomes. In combination with oral assessments and an oral final exam, the ST proves an efficient tool to implement the USP Learning Outcomes into a physics course. COM3 requires an unprecedented seven learning outcomes in a single course. Variety of learning outcomes: interdisciplinary goals, levels of writing (with drafting steps), organizational structure, standard language metrics, research and presentation deliverance skills, appropriate addressing of a variety of audiences, etc. With other assessment approaches than ST this variety would be difficult to meet in a physics course. An extended ST rubric has been developed for this course and will be presented and discussed in some detail.

Occupational Course of Study Diploma Track: A Case Study of Post-School Employment Readiness

ERIC Educational Resources Information Center

Doiel, Patrick W.

2017-01-01

The North Carolina Occupational Course of Study (NCOCS) program is an alternative diploma track with a vocational focus toward post school employment to assist students who would not otherwise graduate with a standard course of study. The purpose of this qualitative single case study was to explore the local causes of low post-school employment…

Administering Safety: Challenge Courses and Climbing Walls.

ERIC Educational Resources Information Center

Evans, Will

1996-01-01

A camp that is establishing a challenge course or climbing wall must ensure program safety. Discusses financial planning, selecting a contractor, adhering to standards for construction, inspections, staff training, screening of participants, and the administrative challenge of implementing and documenting proper actions. Sidebar discusses a study…

Promoting good health research practice in low- and middle-income countries

PubMed Central

Mahendradhata, Yodi; Nabieva, Jamila; Ahmad, Riris Andono; Henley, Patricia; Launois, Pascal; Merle, Corinne; Maure, Christine; Horstick, Olaf; Elango, Varalakshmi

2016-01-01

Background Good clinical practice (GCP) guidelines have been the source of improvement in the quality of clinical trials; however, there are limitations to the application of GCP in the conduct of health research beyond industry-sponsored clinical trials. The UNICEF/UNDP/World Bank/WHO Special Program for Research and Training in Tropical Disease is promoting good practice in all health research involving human through the Good Health Research Practice (GHRP) training program initiative. Objective To report the results of piloting the GHRP training program and formulate further steps to harness GHRP for promoting good practices in all health research involving human, particularly in low- and middle-income countries (LMICs). Design The objective of this training is to impart knowledge and skills for the application of ethical and quality principles to the design, conduct, recording, and reporting of health research involving human participants based on the level of risk, to ensure a fit-for-purpose quality system. This has been formulated into five sequential modules to be delivered in a 4-day course. Four courses have been organized in the pilot phase (2014–2015). The courses have been evaluated and assessed based on course feedback (quantitative and qualitative data) collected during course implementation and qualitative email-based pre- and post-course evaluation. Results Participants were highly satisfied with the course content and its organization. The relevance and applicability of the course content resulted in positive feedback and an articulated willingness to adapt and disseminate the course. Action points to strengthen the training program have been identified, and showed the imminent need to develop a consensus with a broader range of key stakeholders on the final set of GHRP standards and means for implementation. Conclusions There is an urgent need to harness the momentum to promote high-quality and ethical health research in LMICs through scaling up GHRP training and further development of GHRP principles into international standards. PMID:27498965

Developing Expert Interdisciplinary Thinkers: Online Resources for Preparing Pre-service Teachers to Teach the NGSS

NASA Astrophysics Data System (ADS)

Kent, M.; Egger, A. E.; Bruckner, M. Z.; Manduca, C. A.

2014-12-01

Over 100,000 students obtain a bachelor's degree in education every year; these students most commonly encounter the geosciences through a general education course, and it may be the only geoscience course they ever take. However, the Next Generation Science Standards (NGSS) contain much more Earth science content than previous standards. In addition, the NGSS emphasize the use of science and engineering practices in the K-12 classroom. Future teachers need to experience learning science as a scientist, through a hands-on, activity-based learning process, in order to give them the skills they need to teach science that same way in the future. In order to be successful at teaching the NGSS, both current and future teachers will need more than a single course in geoscience or science methods. As a result, there is now a key opportunity for geoscience programs to play a vital role in strengthening teacher preparation programs, both through introductory courses and beyond. To help programs and individual faculty take advantage of this opportunity, we have developed a set of web-based resources, informed by participants in the InTeGrate program as well as by faculty in exemplary teacher preparation programs. The pages address the program-level task of creating engaging and effective courses for teacher preparation programs, with the goal of introducing education majors to the active pedagogies and geoscience methods they will later use in their own classrooms. A collection of exemplary Teacher Preparation programs is also included. Additional pages provide information on what it means to be an "expert thinker" in the geosciences and how individual faculty and teachers can explicitly teach these valuable skills that are reflected in the science and engineering practices of the NGSS. Learn more on the InTeGrate web site about preparing future teachers: serc.carleton.edu/integrate/programs/teacher_prep.htmland training expert thinkers: serc.carleton.edu/integrate/teaching_materials/expert_thinkers.html

Effectiveness of a Case-Based Computer Program on Students' Ethical Decision Making.

PubMed

Park, Eun-Jun; Park, Mihyun

2015-11-01

The aim of this study was to test the effectiveness of a case-based computer program, using an integrative ethical decision-making model, on the ethical decision-making competency of nursing students in South Korea. This study used a pre- and posttest comparison design. Students in the intervention group used a computer program for case analysis assignments, whereas students in the standard group used a traditional paper assignment for case analysis. The findings showed that using the case-based computer program as a complementary tool for the ethics courses offered at the university enhanced students' ethical preparedness and satisfaction with the course. On the basis of the findings, it is recommended that nurse educators use a case-based computer program as a complementary self-study tool in ethics courses to supplement student learning without an increase in course hours, particularly in terms of analyzing ethics cases with dilemma scenarios and exercising ethical decision making. Copyright 2015, SLACK Incorporated.

Evaluation of Curricula Content Based on Thai Pharmacy Competency Standards

PubMed Central

Maitreemit, Pagamas; Pongcharoensuk, Petcharat; Armstrong, Edward P.

2008-01-01

Objective To evaluate the curricula content of Thai pharmacy schools based on the Thai pharmacy competency standards. Methods Course syllabi were collected from 11 pharmacy schools. A questionnaire was developed based on the Thai pharmacy competency standards. Course coordinators completed the questionnaire assessing the curricula content. Results The curricula for both the bachelor of science in pharmacy degree (BS Pharm) and doctor of pharmacy (PharmD) degree programs included the minimum content required by the 8 competency domains. The dominant content area in BS Pharm degree programs was product-oriented material. The content ratio of patient to product to social and administrative pharmacy in the BS Pharm degree programs was 2:3:1, respectively. However, the content ratio suggested by the Thai Pharmacy Council was 3:2:1, respectively. For the PharmD programs, the largest content area was patient-oriented material, which was in agreement with the framework suggested by the Thai Pharmacy Council. Conclusions The curricula of all Thai pharmacy schools met the competency standards; however, some patient-oriented material should be expanded and some product-oriented content deleted in order to meet the recommended content ratio. PMID:18322571

Assessing the Effectiveness of the International Counterproliferation Program

DTIC Science & Technology

2011-01-01

a box labeled “Ongoing needs assessment.” Within this box are the two key planning actions that contribute to this type of assessment: identification ...nation, all participating countries tend to receive a fairly standardized set of courses. This course lineup is determined largely by the ICP

Reasoning the Need: Graduate Education and Basic Writing

ERIC Educational Resources Information Center

Gleason, Barbara

2006-01-01

While college composition theory/pedagogy courses are standard offerings in composition and rhetoric graduate programs, specialized basic writing graduate courses lag behind. At the same time, there is a pressing need for highly qualified teachers of nontraditional adult students, especially in community college and adult literacy education…

Virginia's College and Career Readiness Initiative

ERIC Educational Resources Information Center

Virginia Department of Education, 2010

2010-01-01

In 1995, Virginia began a broad educational reform program that resulted in revised, rigorous content standards, the Virginia Standards of Learning (SOL), in the content areas of English, mathematics, science, and history and social science. These grade-by-grade and course-based standards were developed over 14 months with revision teams including…

Tamper Indicating Device: Initial Training, Course 50112

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bonner, Stephen Ray; Sandoval, Dana M.

Tamper Indicating Device (TID): Initial Training, course #50112, covers Los Alamos National Laboratory (LANL) Material Control & Accountability (MC&A) TID Program procedures for the application and removal of TIDs. LANL’s policy is to comply with Department of Energy (DOE) requirements for the use of TIDs consistent with the graded safeguards described in DOE Manual DOE O 474.2, Nuclear Material Control and Accountability. When you have completed this course, you will: recognize standard practices and procedures of the LANL TID Program; have hands-on experience in the application and removal of LANL TIDs, and; verify the application and removal of LANL TIDs.

Baccalaureate Dental Hygiene Education: Creating a Reality.

ERIC Educational Resources Information Center

Wayman, Dona E.

1985-01-01

Inherent in the meaning of baccalaureate dental hygiene education is the offering of upper-division courses in the theory and practice of dental hygiene itself. Restructuring the associate programs as strictly two-year, lower-division programs would require standardization of baccalaureate programs as strictly upper-division curricula. (MLW)

Staying the Course: A Model Leadership Preparation Program that Goes the Distance

ERIC Educational Resources Information Center

Griffin, Leslie L.; Taylor, Thomas R.; Varner, Lynn W.; White, Carole L.

2012-01-01

The Educational Leadership Master's Cohort Program at Delta State University was redesigned in 2011 to reflect current industry standards and streamline the program. Since its inception in the mid-1990s, the program has provided a nationally acclaimed model for principal preparation. The recent redesign focused on preparing school principals to…

An Analysis of the Radio Program Manager Occupation.

ERIC Educational Resources Information Center

Friedberg, Jerry; Stella, Phillip.

This occupational analysis data was assembled to help broadcasting arts teachers develop a course of study in program management for junior and senior high school students. Following a job description for a program manager, the remainder of the content in standard task analysis format presents an analysis of nine program management duties (tasks).…

Transformation of an Online Multidisciplinary Course into a Live Interprofessional Experience.

PubMed

Sincak, Carrie; Gunn, James; Conroy, Christine; Komperda, Kathy; Van Kanegan, Kevin; Krumdick, Nathaniel; Lee, Michelle; Kanjirath, Preetha; Lempicki, Kelly; Heinking, Kurt; Spiegel, Jacqueline

2017-06-01

Objective. To design, implement, and assess an interprofessional education (IPE) course in the first professional year of students enrolled in eight different health professions programs. Design. An interprofessional faculty committee created a 1-credit hour required IPE course to not only teach students about the roles and responsibilities of each discipline and how they may contribute to an interprofessional team, but to also improve collaboration and team-based communication skills among health care professions students. Students were placed in interprofessional groups and met weekly to participate in didactic lectures, discussion sessions, and a standardized patient encounter. Assessment. Seven hundred and eighty-three health professions students were enrolled in the course, of which 130 students completed questionnaires at all three time points. Students were neutral about the course and found it moderately valuable (Mean 6.23 [on a scale from 1 to 10], interesting (Mean 5.61), and enjoyable (Mean 5.57). Written feedback from the course indicated that the majority of students enjoyed the standardized patient encounter and thought the course provided a valuable opportunity to interact with other students in other health professions programs. Conclusion. This required course served as an introductory interprofessional approach in preparing health professions students to learn from each other about their various roles and responsibilities and how each can contribute to the health care team.

Transformation of an Online Multidisciplinary Course into a Live Interprofessional Experience

PubMed Central

Gunn, James; Conroy, Christine; Komperda, Kathy; Van Kanegan, Kevin; Krumdick, Nathaniel; Lee, Michelle; Kanjirath, Preetha; Lempicki, Kelly; Heinking, Kurt; Spiegel, Jacqueline

2017-01-01

Objective. To design, implement, and assess an interprofessional education (IPE) course in the first professional year of students enrolled in eight different health professions programs. Design. An interprofessional faculty committee created a 1-credit hour required IPE course to not only teach students about the roles and responsibilities of each discipline and how they may contribute to an interprofessional team, but to also improve collaboration and team-based communication skills among health care professions students. Students were placed in interprofessional groups and met weekly to participate in didactic lectures, discussion sessions, and a standardized patient encounter. Assessment. Seven hundred and eighty-three health professions students were enrolled in the course, of which 130 students completed questionnaires at all three time points. Students were neutral about the course and found it moderately valuable (Mean 6.23 [on a scale from 1 to 10], interesting (Mean 5.61), and enjoyable (Mean 5.57). Written feedback from the course indicated that the majority of students enjoyed the standardized patient encounter and thought the course provided a valuable opportunity to interact with other students in other health professions programs. Conclusion. This required course served as an introductory interprofessional approach in preparing health professions students to learn from each other about their various roles and responsibilities and how each can contribute to the health care team. PMID:28720922

Is the Shine off the A.P. Apple?

ERIC Educational Resources Information Center

Hurwitz, Nina; Hurwitz, Sol

2003-01-01

Describes challenges facing College Board's efforts to expand Advanced Placement (A.P.) courses to provide equal access to previously underserved low-performing urban and rural school students while maintaining the program's high academic standards. Includes list of strategies school boards can use to achieve greater access to A.P. courses while…

School Bus Driver Instructional Program. Instructor's Guide.

ERIC Educational Resources Information Center

Department of Transportation, Washington, DC. National Highway Safety Bureau.

A standardized and comprehensive school bus driver instructional program has been developed under contract with the Federal Government. The course has been organized to provide in one package a program for developing the minimum skills and knowledge needed by the school bus driver instructor, as well as those supplemental skills and knowledge…

A clinical refresher course for medical scientist trainees.

PubMed

Swartz, Talia H; Lin, Jenny J

2014-06-01

MD-PhD students experience a prolonged hiatus away from clinical medicine during their laboratory research phase and some have experienced difficulty transitioning back to clinical medicine during clerkship years. We developed a clinical refresher program that serves to rebuild clinical skills prior to re-entering the clinical clerkship years. A nine-week program includes a combination of didactic and practical review in history, physical exam, presentation and clinical reasoning skills. The program uses multiple modalities from classroom-based activities to patient care encounters and includes a final assessment using standardized patients. After seven years of experience, we have made modifications that result in our students scoring comparably well on a standardized patient exam to their second-year medical student colleagues. By the end of the course, all students reported feeling more comfortable completing a history and physical examination and some improvement in preclinical knowledge base. Review of clerkship scores showed a higher percentage of MD-PhD students scoring Honors in a clerkship in years after course implementation as compared to years prior to course implementation. We describe a clinical refresher course for successfully retraining MD-PhD students to re-enter clinical medical training. It is effective at restoring clinical skills to a level comparable to their medical student contemporaries and prepares them to rejoin the medical student class at the conclusion of their research phase.

Community-based first aid: a program report on the intersection of community-based participatory research and first aid education in a remote Canadian Aboriginal community.

PubMed

VanderBurgh, D; Jamieson, R; Beardy, J; Ritchie, S D; Orkin, A

2014-01-01

Community-based first aid training is the collaborative development of locally relevant emergency response training. The Sachigo Lake Wilderness Emergency Response Education Initiative was developed, delivered, and evaluated through two intensive 5-day first aid courses. Sachigo Lake First Nation is a remote Aboriginal community of 450 people in northern Ontario, Canada, with no local paramedical services. These courses were developed in collaboration with the community, with a goal of building community capacity to respond to medical emergencies. Most first aid training programs rely on standardized curriculum developed for urban and rural contexts with established emergency response systems. Delivering effective community-based first aid training in a remote Aboriginal community required specific adaptations to conventional first aid educational content and pedagogy. Three key lessons emerged during this program that used collaborative principles to adapt conventional first aid concepts and curriculum: (1) standardized approaches may not be relevant nor appropriate; (2) relationships between course participants and the people they help are relevant and important; (3) curriculum must be attentive to existing informal and formal emergency response systems. These lessons may be instructive for the development of other programs in similar settings.

Writing to Learn: An Evaluation of the Calibrated Peer Review™ Program in Two Neuroscience Courses

PubMed Central

Prichard, J. Roxanne

2005-01-01

Although the majority of scientific information is communicated in written form, and peer review is the primary process by which it is validated, undergraduate students may receive little direct training in science writing or peer review. Here, I describe the use of Calibrated Peer Review™ (CPR), a free, web-based writing and peer review program designed to alleviate instructor workload, in two undergraduate neuroscience courses: an upper- level sensation and perception course (41 students, three assignments) and an introductory neuroscience course (50 students; two assignments). Using CPR online, students reviewed primary research articles on assigned ‘hot’ topics, wrote short essays in response to specific guiding questions, reviewed standard ‘calibration’ essays, and provided anonymous quantitative and qualitative peer reviews. An automated grading system calculated the final scores based on a student’s essay quality (as determined by the average of three peer reviews) and his or her accuracy in evaluating 1) three standard calibration essays, 2) three anonymous peer reviews, and 3) his or her self review. Thus, students were assessed not only on their skill at constructing logical, evidence-based arguments, but also on their ability to accurately evaluate their peers’ writing. According to both student self-reports and instructor observation, students’ writing and peer review skills improved over the course of the semester. Student evaluation of the CPR program was mixed; while some students felt like the peer review process enhanced their understanding of the material and improved their writing, others felt as though the process was biased and required too much time. Despite student critiques of the program, I still recommend the CPR program as an excellent and free resource for incorporating more writing, peer review, and critical thinking into an undergraduate neuroscience curriculum. PMID:23493247

A Comparison of Centralized and Decentralized Developmental Education Courses in Four Public Appalachian Community Colleges and Students' Perceptions regarding the Seven Principles for Good Practice

ERIC Educational Resources Information Center

Keith, Philip M.

2011-01-01

Developmental education courses have become a standard in community colleges in the United States. An overwhelming majority of these public two-year schools offer developmental courses to a wide array of students. At the same time, developmental programs are under a constant barrage of attacks from a variety of stakeholder organizations that view…

Standardized Curriculum for Business Cooperative Education.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

Standardized curricula are provided for two courses for the secondary vocational education program in Mississippi: business cooperative education I and II. The 10 units in business cooperative education I are as follows: orientation; keyboarding and skill building; leadership development; personnel development; human relations; business…

Evaluating Workplace Education Programs.

ERIC Educational Resources Information Center

MacMaster, Don

The Workplace Project (WPP) at Alpena Community College, in Michigan, uses a range of assessment instruments to measure learner performance in workplace classes. The Test of Adult Basic Education is administered at the beginning of the course to establish a baseline standardized test score, and again at the end of course to measure gains. Also,…

38 CFR 21.7620 - Courses included in programs of education.

Code of Federal Regulations, 2011 CFR

2011-07-01

... learning offers the course for credit toward the standard college degree the reservist is pursuing; or (ii... reflect educational attainment and must be offered by an institution of higher learning. (Authority: 38 U... restrictions found in paragraph (c)(1) of this section, effective October 29, 1992, VA may pay educational...

38 CFR 21.7620 - Courses included in programs of education.

Code of Federal Regulations, 2013 CFR

2013-07-01

... learning offers the course for credit toward the standard college degree the reservist is pursuing; or (ii... reflect educational attainment and must be offered by an institution of higher learning. (Authority: 38 U... restrictions found in paragraph (c)(1) of this section, effective October 29, 1992, VA may pay educational...

38 CFR 21.7620 - Courses included in programs of education.

Code of Federal Regulations, 2014 CFR

2014-07-01

... learning offers the course for credit toward the standard college degree the reservist is pursuing; or (ii... reflect educational attainment and must be offered by an institution of higher learning. (Authority: 38 U... restrictions found in paragraph (c)(1) of this section, effective October 29, 1992, VA may pay educational...

38 CFR 21.7620 - Courses included in programs of education.

Code of Federal Regulations, 2010 CFR

2010-07-01

... learning offers the course for credit toward the standard college degree the reservist is pursuing; or (ii... reflect educational attainment and must be offered by an institution of higher learning. (Authority: 38 U... restrictions found in paragraph (c)(1) of this section, effective October 29, 1992, VA may pay educational...

38 CFR 21.7620 - Courses included in programs of education.

Code of Federal Regulations, 2012 CFR

2012-07-01

... learning offers the course for credit toward the standard college degree the reservist is pursuing; or (ii... reflect educational attainment and must be offered by an institution of higher learning. (Authority: 38 U... restrictions found in paragraph (c)(1) of this section, effective October 29, 1992, VA may pay educational...

Addressing the English Language Arts Technology Standard in a Secondary Reading Methodology Course.

ERIC Educational Resources Information Center

Merkley, Donna J.; Schmidt, Denise A.; Allen, Gayle

2001-01-01

Describes efforts to integrate technology into a reading methodology course for secondary English majors. Discusses the use of e-mail, multimedia, distance education for videoconferences, online discussion technology, subject-specific software, desktop publishing, a database management system, a concept mapping program, and the use of the World…

Seoul Searching: Transitioning Basic Writers within the Global Frontiers Project

ERIC Educational Resources Information Center

Adkins, Tabetha; Meyer, Connie

2014-01-01

The course described here was designed especially for students enrolled in a collaborative program between Texas A&M University-Commerce and Konkuk University in South Korea. This course was created specifically for students who did not earn a qualifying score on a standardized placement exam required of all first-year students for enrollment…

Closing the Gap. SREB Program Blends Academic Standards, Vocational Courses.

ERIC Educational Resources Information Center

Bottoms, Gene

1992-01-01

Southern Regional Education Board's State Vocational Education Consortium developed a model for integrating vocational and academic education that includes at least three credits each in math and science; four English courses; and four credits in a vocational major and two in related fields. Eight sites implementing the model have narrowed gap…

Finding One's Voice: The Pacesetter Model for More Equitable Assessment.

ERIC Educational Resources Information Center

Badger, Elizabeth

1996-01-01

Describes the College Board's Pacesetter Program, high school courses developed using principles of ongoing performance testing and portfolios, standards, and curriculum. The model is illustrated in a description of the Voices of Modern Culture language arts course. Argues that this assessment process has systemic validity and is more relevant to…

A Report on College-Level Remedial/Developmental Programs in SREB States.

ERIC Educational Resources Information Center

Abraham, Ansley A., Jr.

Remedial and developmental programs at two-year and four-year colleges in states belonging to the Southern Regional Education Board (SREB) were studied, along with placement standards for degree-credit, college-level work in SREB states and institutions. These programs, courses, and activities were designed specifically for first-time entering…

Standardized Curriculum for Building Trades.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

Standardized curricula are provided for two courses for the secondary vocational education program in Mississippi: building trades I and II. The eight units in building trades I are as follows: safety; measurement; tools, equipment, and hardware; building plans and blueprints; introduction to carpentry; introduction to plumbing; introduction to…

Standardized Curriculum for Electrician.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

Standardized curricula are provided for two courses for the secondary vocational education program in Mississippi: electrician I and II. The 11 units in electrician I are as follows: orientation; safety; tools, equipment, materials/supplies; basic principles and theory; DC circuits; AC circuits; blueprints and load calculations; load centers and…

Standardized Curriculum for Automotive Mechanics.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

Standardized curricula are provided for two courses for the secondary vocational education program in Mississippi: automotive mechanics I and II. The six units in automotive mechanics I are as follows: orientation and safety; tools, equipment, and manuals; measurement; automotive engines; basic electrical systems; and fuel systems. Automotive…

Standardized Curriculum for Cosmetology.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

Standardized curricula are provided for two courses for the secondary vocational education program in Mississippi: cosmetology I and II. The 18 units in cosmetology I are as follows: introduction to cosmetology; Vocational Industrial Clubs of America; the look you like; bacteriology; sterilization and sanitation; hair and disorders; draping,…

Standardized Curriculum for Carpentry.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

Standardized curricula are provided for two courses for the secondary vocational education program in Mississippi: carpentry I and II. The seven units in carpentry I are as follows: introduction and orientation; safety; measurement; tools and equipment; basic concepts in carpentry; reading blueprints and working drawings; and foundations.…

Developing Practical Knowledge of the "Next Generation Science Standards" in Elementary Science Teacher Education

ERIC Educational Resources Information Center

Hanuscin, Deborah L.; Zangori, Laura

2016-01-01

Just as the "Next Generation Science Standards" (NGSSs) call for change in what students learn and how they are taught, teacher education programs must reconsider courses and curriculum in order to prepare teacher candidates to understand and implement new standards. In this study, we examine the development of prospective elementary…

Virginia Curriculum Management Guide.

ERIC Educational Resources Information Center

Virginia Commonwealth Univ., Richmond. School of Education.

This document is a competency-based curriculum guide for use in marketing/distributive education programs in Virginia high schools. Following a section on the Virginia standards for competency-based education, the guide provides descriptions for all courses in the Virginia curriculum in the marketing/distributive education program. For each…

Technology Education Partnerships: Arkansas Articulation.

ERIC Educational Resources Information Center

Thompson, Dale E.; And Others

The Arkansas Articulation Program is the process used since 1986 to supervise the coordination between secondary and postsecondary levels of vocational, technical, and technology education courses whose content has been standardized as the result of competency identification specific to each subject area. The program aims to strengthen the…

Management of an affiliated Physics Residency Program using a commercial software tool.

PubMed

Zacarias, Albert S; Mills, Michael D

2010-06-01

A review of commercially available allied health educational management software tools was performed to evaluate their capacity to manage program data associated with a CAMPEP-accredited Therapy Physics Residency Program. Features of these software tools include: a) didactic course reporting and organization, b) competency reporting by topic, category and didactic course, c) student time management and accounting, and d) student patient case reporting by topic, category and course. The software package includes features for recording school administrative information; setting up lists of courses, faculty, clinical sites, categories, competencies, and time logs; and the inclusion of standardized external documents. There are provisions for developing evaluation and survey instruments. The mentors and program may be evaluated by residents, and residents may be evaluated by faculty members using this feature. Competency documentation includes the time spent on the problem or with the patient, time spent with the mentor, date of the competency, and approval by the mentor and program director. Course documentation includes course and lecture title, lecturer, topic information, date of lecture and approval by the Program Director. These software tools have the facility to include multiple clinical sites, with local subadministrators having the ability to approve competencies and attendance at clinical conferences. In total, these software tools have the capability of managing all components of a CAMPEP-accredited residency program. The application database lends the software to the support of multiple affiliated clinical sites within a single residency program. Such tools are a critical and necessary component if the medical physics profession is to meet the projected needs for qualified medical physicists in future years.

Standardized Curriculum for Diesel Engine Mechanics.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

Standardized curricula are provided for two courses for the secondary vocational education program in Mississippi: diesel engine mechanics I and II. The eight units in diesel engine mechanics I are as follows: orientation; shop safety; basic shop tools; fasteners; measurement; engine operating principles; engine components; and basic auxiliary…

Advanced Placement and International Baccalaureate: Do They Deserve Gold Star Status?

ERIC Educational Resources Information Center

Byrd, Sheila

2007-01-01

For many people committed to strong academic standards, the "advanced" high school courses offered through the College Board's Advanced Placement program and, increasingly, the Diploma Programme of the International Baccalaureate Organisation (IBO) represent the curricular gold standard for secondary education. Admissions directors and…

"I Don't Know Why I'm Learning This": Preservice English Teachers' Engagement in a Language Development Course

ERIC Educational Resources Information Center

Ramanayake, Selena; Williams, Cheri

2017-01-01

Despite the increase of English learners in the U.S. and of standards for linguistically responsive teaching practices, teacher education programs often fall short of preparing preservice teachers to teach diverse learners. In this case study, specifically designed to improve a pedagogical course on English language development, the researchers…

Technical Report of: Assessing Teacher Preparation Program Effectiveness--A Pilot Examination of Value Added Approaches

ERIC Educational Resources Information Center

Noell, George H.

2004-01-01

A preliminary set of analyses was conducted linking students to courses and courses to teachers based upon data collected by the Louisiana Department of Education's Divisions of Planning, Analysis, and Information Resources and Student Standards and Assessments. An analysis of covariance, a weighted analysis of covariance, and a hierarchical…

Accounting Technology Associate Degree. Louisiana Technical Education Program and Course Standards. Competency-Based Postsecondary Curriculum Outline from Bulletin 1822.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

This document outlines the curriculum of Louisiana's accounting technology associate degree program, which is a 6-term (77-credit hour) competency-based program designed to prepare students for employment as accounting technicians providing technical administrative support to professional accountants and other financial management personnel.…

Advanced Standing and Bridge Courses: Structures and Issues

ERIC Educational Resources Information Center

GlenMaye, Linnea F.; Lause, Timothy W.; Bolin, Brien L.

2010-01-01

This study explores the issue of advanced standing in MSW programs in light of the new Educational Policy and Accreditation Standards (EPAS). Advanced standing structures of MSW programs were studied using a purposive sample consisting of 203 MSW program directors with a response rate of 28% (N=58). The results indicate that slightly more than 15%…

Fast Track Option: An Accelerated Associate's Degree Program.

ERIC Educational Resources Information Center

Price, J. Randall

1998-01-01

Alternative instructional delivery options such as self-paced and flexible enrollment courses are designed to increase enrollment, promote retention, and encourage student success without lowering academic standards. The Fast Track Associate's Degree Program, developed by a team of faculty, staff, and administrators at Richland Community College,…

Instructional Guidelines. Welding.

ERIC Educational Resources Information Center

Fordyce, H. L.; Doshier, Dale

Using the standards of the American Welding Society and the American Society of Mechanical Engineers, this welding instructional guidelines manual presents a course of study in accordance with the current practices in industry. Intended for use in welding programs now practiced within the Federal Prison System, the phases of the program are…

Standardized Curriculum for Outboard Marine Engine Mechanics.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

This curriculum guide for outboard marine engine mechanics was developed by the state of Mississippi to standardize vocational education course titles and core contents. The objectives contained in this document are common to all outboard marine engine mechanics programs in the state. The guide contains objectives for outboard marine engine…

Standardized Curriculum for Commercial Garment and Apparel Construction.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

Standardized curricula are provided for two courses for the secondary vocational education program in Mississippi: commercial garment and apparel construction I and II. The seven units in commercial garment and apparel construction I are as follows: orientation; securing a job; human relations; safety; maintenance; needle trade techniques; and…

40 CFR 60.2655 - How do I renew my lapsed operator qualification?

Code of Federal Regulations, 2014 CFR

2014-07-01

... PROGRAMS (CONTINUED) STANDARDS OF PERFORMANCE FOR NEW STATIONARY SOURCES Emissions Guidelines and Compliance Times for Commercial and Industrial Solid Waste Incineration Units Model Rule-Operator Training...) For a lapse of less than 3 years, you must complete a standard annual refresher course described in...

40 CFR 60.2655 - How do I renew my lapsed operator qualification?

Code of Federal Regulations, 2013 CFR

2013-07-01

... PROGRAMS (CONTINUED) STANDARDS OF PERFORMANCE FOR NEW STATIONARY SOURCES Emissions Guidelines and Compliance Times for Commercial and Industrial Solid Waste Incineration Units Model Rule-Operator Training...) For a lapse of less than 3 years, you must complete a standard annual refresher course described in...

Standardized Curriculum for Brick, Block, and Stonemasonry.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

Standardized curricula are provided for two courses for the secondary vocational education program in Mississippi: brick, block, and stonemasonry I and II. The six units in brick, block, and stonemasonry I are as follows: orientation and leadership activities; safety; basic tools and equipment; masonry units; mortar; and wall layout. Brick, block,…

Implementing Economics Standards: A Pilot Transition Program

ERIC Educational Resources Information Center

Cargill, Thomas F.; Jurosky, Jennifer; Wendel, Jeanne

2008-01-01

Most states have adopted high school economics standards, but implementation efforts face two hurdles: evidence indicates that five or six college-level economics courses are needed for high school economics teachers and that standalone high school economics classes are more effective than strategies that infuse economics into history or civics…

Office Systems Technology Associate Degree. Louisiana Technical Education Program and Course Standards. Competency-Based Postsecondary Curriculum Outline from Bulletin 1822.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

This document outlines the curriculum of Louisiana's office systems technology associate degree program, which is a 6-term (75-credit hour) competency-based program designed to prepare students for employment as special assistants for business executives and top management. Presented first are a description of the program and a list of the general…

Accessibility assessment of assistive technology for the hearing impaired.

PubMed

Áfio, Aline Cruz Esmeraldo; Carvalho, Aline Tomaz de; Caravalho, Luciana Vieira de; Silva, Andréa Soares Rocha da; Pagliuca, Lorita Marlena Freitag

2016-01-01

to assess the automatic accessibility of assistive technology in online courses for the hearing impaired. evaluation study guided by the Assessment and Maintenance step proposed in the Model of Development of Digital Educational Material. The software Assessor and Simulator for the Accessibility of Sites (ASES) was used to analyze the online course "Education on Sexual and Reproductive Health: the use of condoms" according to the accessibility standards of national and international websites. an error report generated by the program identified, in each didactic module, one error and two warnings related to two international principles and six warnings involved with six national recommendations. The warnings relevant to hearing-impaired people were corrected, and the course was considered accessible by automatic assessment. we concluded that the pages of the course were considered, by the software used, appropriate to the standards of web accessibility.

Biology Curriculum Guide. Bulletin 1646.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

This curriculum guide, developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program, contains the minimum competencies and process skills that should be included in a biology course. It consists of: (1) a rationale for an effective science program; (2) a list and description of four major goals of…

Physics Curriculum Guide. Bulletin 1661.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

This curriculum guide, developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program, contains the minimum competencies and process skills that should be included in a physics course. It consists of: (1) a rationale for an effective science program; (2) a list and description of four major goals of…

Changing State Policy in Texas for Remedial/Developmental Education.

ERIC Educational Resources Information Center

Cook, Charles M.

The Texas Academic Skills Program (TASP), implemented in 1989, requires student assessment in reading, writing, and math prior to regular college course work. Students undergo continuous remediation until they are able to pass the assessment test. Though TASP advocates argue that the program helps maintain academic standards and provides students…

Creating More Seamless Connections between University-Based Coursework and School-Based Mentoring

ERIC Educational Resources Information Center

Schuster, Dwight

2014-01-01

New accreditation standards for teacher preparation programs call for more seamless and effective connections between methods courses, clinical experiences, and school-based mentoring. Intentional clinical experiences and intermediate instructional strategies can foster collaboration between teacher preparation programs and teacher leaders in K-12…

Life Science Curriculum Guide. Bulletin 1614.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

This curriculum guide, developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program, contains the minimum competencies and process skills that should be included in a life science course. It consists of: (1) a rationale for an effective science program; (2) a list and description of four major goals of…

Capstone Experiences in Small MPA Programs in the United States

ERIC Educational Resources Information Center

Kim, Younhee

2017-01-01

A capstone experience, as an exit degree requirement, allows Master of Public Administration (MPA) students to build quasi-experimental practices by applying learned knowledge and skills throughout their curriculum in the United States. Accredited MPA programs have implemented their capstone courses differently to achieve required standards. Small…

Chemistry Curriculum Guide. Bulletin 1660.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

This curriculum guide, developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program, contains the minimum competencies and process skills that should be included in a chemistry course. It consists of: (1) a rationale for an effective science program; (2) a list and description of four major goals of…

ATS-F and Man: A Course of Study: An Experiment in Satellite Application to Statewide Instructional Methodology.

ERIC Educational Resources Information Center

Gaven, Patricia; Williams, R. David

An experiment is proposed which will study the advantages of satellite technology as a means for the standardization of teaching methodology in an attempt to socially integrate the rural Alaskan native. With "Man: A Course of Study" as the curricular base of the experiment, there will be a Library Experiment Program for Adults using…

High School and Community College Dual Enrollment: Issues of Rigor and Transferability.

ERIC Educational Resources Information Center

Windham, Patricia

In December 1993, the University of Florida issued a report that found that the vast majority of students who had taken chemistry courses in dual enrollment programs at a community college and who did not meet standard admissions requirements were required to retake their courses at the University. In response to the report, the state's Community…

A Dedicated Diversity Course or an Infusion Model? Exploring Which Strategy Is More Effective in Social Work Pedagogy

ERIC Educational Resources Information Center

Pitner, Ronald O.; Priester, Mary Ann; Lackey, Richard; Duvall, Deborah

2018-01-01

The Council on Social Work Education requires schools of social work to meet diversity and social justice competencies. Many MSW programs meet these standards by having either a dedicated diversity and social justice course, or by using some form of diversity and social justice curricular infusion. The current study explored which of these…

Review and evaluation of online tobacco dependence treatment training programs for health care practitioners.

PubMed

Selby, Peter; Goncharenko, Karina; Barker, Megan; Fahim, Myra; Timothy, Valerie; Dragonetti, Rosa; Kemper, Katherine; Herie, Marilyn; Hays, J Taylor

2015-04-17

Training health care professionals is associated with increased capacity to deliver evidence-based smoking cessation interventions and increased quit rates among their patients. Online training programs hold promise to provide training but questions remain regarding the quality and usability of available programs. The aim was to assess the quality of English-language online courses in tobacco dependence treatment using a validated instrument. An environmental scan was conducted using the Google search engine to identify available online tobacco dependence treatment courses. The identified courses were then evaluated using the Peer Review Rubric for Online Learning, which was selected based on its ability to evaluate instructional design. It also has clear and concise criteria descriptions to ensure uniformity of evaluations by trained experts. A total of 39 courses were identified, of which 24 unique courses were assessed based on their accessibility and functionality during the period of evaluation. Overall, the course ratings indicated that 17 of 24 courses evaluated failed to meet minimal quality standards and none of the courses evaluated could be ranked as superior. However, many excelled in providing effective navigation, course rationale, and content. Many were weak in the use of instructional design elements, such as teaching effectiveness, learning strategies, instructor's role, and assessment and evaluation. Evaluation results and suggestions for improvement were shared with course administrators. Based on the courses evaluated in this review, course developers are encouraged to employ best practices in instructional design, such as cohesiveness of material, linearity of design, practice exercises, problem solving, and ongoing evaluation to improve existing courses and in the design of new online learning opportunities.

The potential of standards-based agriculture biology as an alternative to traditional biology in California

NASA Astrophysics Data System (ADS)

Sellu, George Sahr

Over the past five decades, several waves of educational reform have influenced K-12 science course offerings and classroom instruction in public education. The effectiveness of educational policies has been increasingly measured by standardized tests. The focus on test scores, content standards, and performance standards (which is a product of recent educational policies) has influenced course offerings and the depth and breadth of curriculum coverage (Linn, 2000). For the better part of the last hundred years, vocational education and traditional education have followed two separate tracks in terms of objectives, policies, and values (Hillison, 1996). Educational reform policies have had varying influences on school programs. For example, elective courses such as Career Technical Education (CTE) courses---which are not considered core academic courses---have been negatively influenced by current educational reform. In the past three decades, there has been gradual movement toward merging vocational and traditional education. It has been difficult for policies from both sides to merge because of differences in objectives for both tracks. Traditional courses have been guided by federal policies, such as No Child Left Behind (NCLB) and Common Core State Standards (CCSS) while the Carl D. Perkins Act (Perkins Act) has shaped CTE courses. It appears that several of the requirements of the Perkins Act meet expectations of traditional education policies. However, there is no direct metric for measuring the contribution of CTE courses toward increased achievement in science as measured by standardized tests. As such, CTE courses will continue to lose resources in order to support courses that prepare students for standardized tests. In order to address some of these challenges over the last three decades, agriculture educators have developed integrated science courses as a means for increasing science achievement scores for agriculture education students in K-12 public schools. Thoron & Meyer (2011) suggested that research into the contribution of integrated science courses toward higher test scores yielded mixed results. This finding may have been due in part to the fact that integrated science courses only incorporate select topics into agriculture education courses. In California, however, agriculture educators have developed standards-based courses such as Agriculture Biology (AgBio) that cover the same content standards as core traditional courses such as traditional biology. Students in both AgBio and traditional biology take the same standardized biology test. This is the first time there has been an opportunity for a fair comparison and a uniform metric for an agriscience course such as AgBio to be directly compared to traditional biology. This study will examine whether there are differences between AgBio and traditional biology with regard to standardized test scores in biology. Furthermore, the study examines differences in perception between teachers and students regarding teaching and learning activities associated with higher achievement in science. The findings of the study could provide a basis for presenting AgBio as a potential alternative to traditional biology. The findings of this study suggest that there are no differences between AgBio and traditional biology students with regard to standardized biology test scores. Additionally, the findings indicate that co-curricular activities in AgBio could contribute higher student achievement in biology. However, further research is required to identify specific activities in AgBio that contribute to higher achievement in science.

Integrating Standard Operating Procedures and Industry Notebook Standards to Evaluate Students in Laboratory Courses

ERIC Educational Resources Information Center

Wallert, Mark A.; Provost, Joseph J.

2014-01-01

To enhance the preparedness of graduates from the Biochemistry and Biotechnology (BCBT) Major at Minnesota State University Moorhead for employment in the bioscience industry we have developed a new Industry certificate program. The BCBT Industry Certificate was developed to address specific skill sets that local, regional, and national industry…

40 CFR 60.2640 - When must the operator training course be completed?

Code of Federal Regulations, 2014 CFR

2014-07-01

... (CONTINUED) AIR PROGRAMS (CONTINUED) STANDARDS OF PERFORMANCE FOR NEW STATIONARY SOURCES Emissions Guidelines and Compliance Times for Commercial and Industrial Solid Waste Incineration Units Model Rule-Operator...

40 CFR 60.2640 - When must the operator training course be completed?

Code of Federal Regulations, 2013 CFR

2013-07-01

... (CONTINUED) AIR PROGRAMS (CONTINUED) STANDARDS OF PERFORMANCE FOR NEW STATIONARY SOURCES Emissions Guidelines and Compliance Times for Commercial and Industrial Solid Waste Incineration Units Model Rule-Operator...

The effectiveness of an e-learning program on pediatric medication safety for undergraduate students: a pretest-post-test intervention study.

PubMed

Lee, Tzu-Ying; Lin, Fang-Yi

2013-04-01

Safe medication management is a major competency taught in the nursing curriculum. However, administering pediatric medications is considered a common clinical stressor for Taiwanese students. A supplemental e-learning program that helps students fill the gap between basic nursing skills and pediatric knowledge on medication safety was developed. To evaluate the effectiveness of an e-learning program to increase pediatric medication management among students who take pediatric nursing courses. This intervention study used a historical comparison design. A university in Northern Taiwan. A total of 349 undergraduate nursing students who took pediatric nursing courses participated. Eighty students in the comparison group received regular pediatric courses, including the lectures and clinical practicum; 269 students in the intervention group received an e-learning program, in addition to the standard pediatric courses. Between February 2011 and July 2012 pediatric medication management, including pediatric medication knowledge and calculation ability, was measured at the beginning of the first class, at the completion of the lectures, and at the completion of the clinical practicum. The program was evaluated qualitatively and quantitatively. The intervention group had significantly higher pediatric medication management scores at completion of the lecture course and at the completion of the clinical practicum than the comparison group based on the first day of the lecture course, after adjusting for age, nursing program, and having graduated from a junior college in nursing. Overall, the students appreciated the program that included various teaching modalities content that related to the administration of medication. Using an e-learning program on pediatric medication management is an effective learning method in addition to sitting in a regular lecture course. The different emphases in each module, provided by experienced instructors, enabled the students to be more aware of their role in pediatric medication safety. Copyright © 2013 Elsevier Ltd. All rights reserved.

Mapping Uncharted Territory: Launching an Online Embedded Librarian Program

ERIC Educational Resources Information Center

Allen, Seth

2017-01-01

Developing a strategy for embedding librarians in online courses can be challenging, but it is essential to demonstrate to accrediting agencies how libraries serve online students. A well-thought-out plan can be scalable and sustainable for rapidly growing online programs and can satisfy accreditation standards. This article examines how one…

Rationale and Use of Content-Relevant Achievement Tests for the Evaluation of Instructional Programs.

ERIC Educational Resources Information Center

Patalino, Marianne

Problems in current course evaluation methods are discussed and an alternative method is described for the construction, analysis, and interpretation of a test to evaluate instructional programs. The method presented represents a different approach to the traditional overreliance on standardized achievement tests and the total scores they provide.…

Focus & Higher Standards for Secondary Schools.

ERIC Educational Resources Information Center

International Baccalaureate North America, Inc., New York, NY.

The International Baccalaureate (IB) program, in which students in the last 2 years of high school can earn a diploma recognized for university admission throughout the world and for course credit at colleges and universities in Canada and the United States, is described. Information about the program is provided in the following areas: (1)…

Evaluating the short-term effects of a communication skills program for preclinical medical students.

PubMed

Lee, Young-Mee; Lee, Young Hee

2014-09-01

Regardless of the growing importance of communication skills as a core clinical competence, few studies have determined the effects of communication skills courses in undergraduate medical curricula in Asian medical schools. The purpose of this study was to examine the effectiveness of a communication skills program for preclinical medical students. A communication skills course was provided to 111 second-year medical students in a medical college in Korea. Students' self-assessed competency of communication skills was evaluated by a questionnaire survey. To examine the improvement in observed communication skills, the students' encounters with standardized patients (SPs) were assessed at the first session and at the final course assessment. A structured checklist, consisting of 25 communication skills items, was used for the assessment. Students' self-assessed competency of communication skills increased significantly after completion of the course (p<0.001). The observed communication skills scores also improved significantly at the end of the course; the mean scores of the first SPs encounters was 49.6 (standard deviation [SD], 11.1), and those of cases A and B at the final assessment were 61.5 (SD, 8.4) and 69.6 (SD, 7.8), respectively (F₆₁=269.54, p<0.001). Even a short period of medical communication skills course was beneficial in developing and improving communication skills competency in preclinical medical students. Further studies should be followed to examine whether the acquisition of communication skills during preclinical studies can be sustained into clerkship and actual practice.

Development and Evaluation of a Training Program for Organ Procurement Coordinators Using Standardized Patient Methodology.

PubMed

Odabasi, Orhan; Elcin, Melih; Uzun Basusta, Bilge; Gulkaya Anik, Esin; Aki, Tuncay F; Bozoklar, Ata

2015-12-01

The low rate of consent by next of kin of donor-eligible patients is a major limiting factor in organ transplant. Educating health care professionals about their role may lead to measurable improvements in the process. Our aim was to describe the developmental steps of a communication skills training program for health care professionals using standardized patients and to evaluate the results. We developed a rubric and 5 cases for standardized family interviews. The 20 participants interviewed standardized families at the beginning and at the end of the training course, with interviews followed by debriefing sessions. Participants also provided feedback before and after the course. The performance of each participant was assessed by his or her peers using the rubric. We calculated the generalizability coefficient to measure the reliability of the rubric and used the Wilcoxon signed rank test to compare achievement among participants. Statistical analyses were performed with SPSS software (SPSS: An IBM Company, version 17.0, IBM Corporation, Armonk, NY, USA). All participants received higher scores in their second interview, including novice participants who expressed great discomfort during their first interview. The participants rated the scenarios and the standardized patients as very representative of real-life situations, with feedback forms showing that the interviews, the video recording sessions, and the debriefing sessions contributed to their learning. Our program was designed to meet the current expectations and implications in the field of donor consent from next of kin. Results showed that our training program developed using standardized patient methodology was effective in obtaining the communication skills needed for family interviews during the consent process. The rubric developed during the study was a valid and reliable assessment tool that could be used in further educational activities. The participants showed significant improvements in communication skills.

Curricular Approaches in Research Ethics Education: Reflecting on More and Less Effective Practices in Instructional Content.

PubMed

Torrence, Brett S; Watts, Logan L; Mulhearn, Tyler J; Turner, Megan R; Todd, E Michelle; Mumford, Michael D; Connelly, Shane

2017-01-01

Over the past decade, the effectiveness of ethics education programs has increased with regard to trainee outcomes, such as knowledge, awareness, and ethical decision making. However, despite the overall improvement in training effectiveness, considerable variability still exists across programs. One potential source of variability arises from the substantial range in instructional training content utilized across ethics training courses. The goal of the present effort was to clarify which approaches in ethics education result in positive training outcomes through the identification of instructional content themes. Through a qualitative review of ethics training courses, we identified key themes in instructional content curriculum associated with effective courses: domain-general, domain-specific, standard compliance, professionalism, and process-based. In addition, we identified key themes associated with less effective courses: mixed-specificity, narrow coverage, and idealized ethics. Descriptions and key characteristics of each theme along with example courses are provided. Implications of the content themes for ethics education are discussed.

A survey of resuscitation training in Canadian undergraduate medical programs.

PubMed

Goldstein, D H; Beckwith, R K

1991-07-01

To establish a national profile of undergraduate training in resuscitation at Canadian medical schools, to compare the resuscitation training programs of the schools and to determine the cost of teaching seven resuscitation courses. Mail survey in 1989 and follow-up telephone interviews in 1991 to update and verify the information. The undergraduate deans of the 16 Canadian medical schools. The mail survey asked five questions: (a) Is completion of a standard first aid or cardiopulmonary resuscitation (CPR) course a requirement for admission to medical school? (b) Are these courses and those in basic and advanced cardiac, trauma and neurologic life support for children and adults provided to undergraduate students? (c) During which undergraduate year are these courses offered? (d) Is their successful completion required for graduation? and (e) Who funds the training courses? The medical schools placed emphasis on the seven courses differently. More than half the schools required the completion of courses before admission or taught some courses but did not require the completion of the courses for graduation. On average, fewer than three of the seven courses were taught, and the completion of fewer than two was required for graduation. About half of the courses were funded by the universities. The annual projected maximum cost of teaching the seven courses was $1790 per medical student. The seven resuscitation courses have not been fully implemented at the undergraduate level in Canadian medical schools.

International Standard Classification of Education (ISCED) Three Stage Classification System: 1973; Part 2 - Definitions.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France).

The seven levels of education, as classified numerically by International Standard Classification of Education (ISCED), are defined along with courses, programs, and fields of education listed under each level. Also contained is an alphabetical subject index indicating appropriate code numbers. For related documents see TM003535 and TM003536. (RC)

A Multiple Case Study of Ethical Preparedness of Guam K12 Principals in High Poverty Public Schools

ERIC Educational Resources Information Center

Quitano, Elwin Champaco

2016-01-01

The answer to effective formal principal preparation reform across the nation has been to adopt and implement the "Interstate School Leaders Licensure Consortium" (ISLLC) standards, which in most instances begins with graduate program courses and field training within higher learning institutions. Close adherence to Standard 5, a…

Preservice Secondary Teachers Perceptions of College-Level Mathematics Content Connections with the Common Core State Standards for Mathematics

ERIC Educational Resources Information Center

Olson, Travis A.

2016-01-01

Preservice Secondary Mathematics Teachers (PSMTs) were surveyed to identify if they could connect early-secondary mathematics content (Grades 7-9) in the Common Core State Standards for Mathematics (CCSSM) with mathematics content studied in content courses for certification in secondary teacher preparation programs. Respondents were asked to…

Mathematically precocious and female: Self-efficacy and STEM course choices among high achieving middle grade students

NASA Astrophysics Data System (ADS)

Burt, Stacey M.

The problem addressed in this project is the lack of mathematically gifted females choosing to pursue advanced science, technology, engineering, and mathematics (STEM) courses in secondary education due to deficiencies in self-efficacy. The purpose of this project was to study the effects of a child-guided robotics program as it relates to the self-efficacy of mathematically gifted 6th grade female students and their future course choices in the advanced STEM content areas. This mixed-model study utilized a STEM attitude survey, artifacts, interviews, field notes, and standardized tests as measurement tools. Significance was found between genders in the treatment group for the standardized science scores, indicating closure in the achievement gap. Research suggests that STEM enrichment is beneficial for mathematically gifted females.

The DataTools Professional Development Program: Sustainability via a University Partnership

NASA Astrophysics Data System (ADS)

Haddad, N.; Ledley, T. S.; McAuliffe, C. A.; Reider, D.

2009-12-01

The DataTools professional development program (http://serc.carleton.edu/eet/msdatatools), offered by TERC, helps teachers integrate technology, scientific data, and inquiry into their middle and high school curricula. It leverages the resources and techniques of the Earth Exploration Toolbook (http://serc.carleton.edu/eet), an online collection of investigations that promotes the use of technology and scientific data in the context of studying the earth system. Over the course of the year-long program, teachers develop skills and a pedagogy of inquiry through a combination of on-line and face-to-face professional development and a significant amount of peer support. They learn to use information technologies that support the visualization and analysis of numerical, geospatial, and image data. DataTools was funded by NSF’s ITEST program to operate for three years. During year two we started to investigate the possibility of transforming the program into a graduate-level course at the University of Massachusetts, Dartmouth (UMD). The first step in that process was partnering with UMD to offer the third year of the NSF-funded program as a 3-credit graduate course on a 1-year trial basis. Our UMD partner participated in advertising the program to teachers in its network, provided classroom space at UMD for the face-to-face meetings and summer workshop, and offered three graduate credits to teachers who successfully completed the program. TERC staff continued to provide the professional development. The formation of the School for Education, Public Policy, and Civic Engagement at UMD, and the new STEM Department within that school appear to be favoring the transformation of this NSF-funded program into a sustainable graduate level course for in-service teachers. A key element to developing a sustainable course at a large university is to position it in a way that can service the largest number of students. In addition to the tremendous need of science professional development for teachers in the geographic region of UMD, the course can also serve as a science course for undergraduate students to fulfill general education requirements. This tremendously enlarges the number of students potentially served by the course. Nevertheless, after almost two years and a trial program that was hailed as a success by the participants, the work of transforming the DataTools program into a standard course is ongoing. In this session we will share details of our efforts, past and present, to sustain the operation of the DataTools program.

Evaluating Different Standard-Setting Methods in an ESL Placement Testing Context

ERIC Educational Resources Information Center

Shin, Sun-Young; Lidster, Ryan

2017-01-01

In language programs, it is crucial to place incoming students into appropriate levels to ensure that course curriculum and materials are well targeted to their learning needs. Deciding how and where to set cutscores on placement tests is thus of central importance to programs, but previous studies in educational measurement disagree as to which…

Reading Recovery: Success for How Many?

ERIC Educational Resources Information Center

Haenn, Joseph F.

Standard operating procedures of the Reading Recovery program allow for students to be dropped from the program if they have not met the criterion for success after 20 weeks of participation. This paper follows the actions of over 600 first-grade Reading Recovery students in a medium-sized school district over the course of a complete year of…

49 CFR Appendix B to Part 240 - Procedures for Submission and Approval of Locomotive Engineer Qualification Programs

Code of Federal Regulations, 2012 CFR

2012-10-01

... determining the qualifications of each person it permits or requires to operate a locomotive. In designing its...) for train control that are employed, the operational design characteristics of the track and equipment... completion of a course of study, or successful passage of a standardized testing program, the submission must...

49 CFR Appendix B to Part 240 - Procedures for Submission and Approval of Locomotive Engineer Qualification Programs

Code of Federal Regulations, 2013 CFR

2013-10-01

... determining the qualifications of each person it permits or requires to operate a locomotive. In designing its...) for train control that are employed, the operational design characteristics of the track and equipment... completion of a course of study, or successful passage of a standardized testing program, the submission must...

49 CFR Appendix B to Part 240 - Procedures for Submission and Approval of Locomotive Engineer Qualification Programs

Code of Federal Regulations, 2011 CFR

2011-10-01

... determining the qualifications of each person it permits or requires to operate a locomotive. In designing its...) for train control that are employed, the operational design characteristics of the track and equipment... completion of a course of study, or successful passage of a standardized testing program, the submission must...

49 CFR Appendix B to Part 240 - Procedures for Submission and Approval of Locomotive Engineer Qualification Programs

Code of Federal Regulations, 2010 CFR

2010-10-01

... determining the qualifications of each person it permits or requires to operate a locomotive. In designing its...) for train control that are employed, the operational design characteristics of the track and equipment... completion of a course of study, or successful passage of a standardized testing program, the submission must...

49 CFR Appendix B to Part 240 - Procedures for Submission and Approval of Locomotive Engineer Qualification Programs

Code of Federal Regulations, 2014 CFR

2014-10-01

... determining the qualifications of each person it permits or requires to operate a locomotive. In designing its...) for train control that are employed, the operational design characteristics of the track and equipment... completion of a course of study, or successful passage of a standardized testing program, the submission must...

Results achieved by emergency physicians in teaching basic cardiopulmonary resuscitation to secondary school students.

PubMed

Jiménez-Fábrega, Xavier; Escalada-Roig, Xavier; Sánchez, Miquel; Culla, Alexandre; Díaz, Núria; Gómez, Xavier; Villena, Olga; Rodríguez, Esther; Gaspar, Alberto; Molina, José Emilio; Salvador, Jordi; Miró, Oscar

2009-06-01

We investigated the results obtained with a basic cardiopulmonary resuscitation (b-CPR) program (PROCES) specifically designed for secondary school students (14-16 years old) and taught by emergency physicians. We used a multiple-choice test with 20 questions (10 on theory and 10 on skills) answered before and immediately after and 1 year after receiving the b-CPR course. Satisfactory learning was considered when at least 8 out of 10 skill questions were correctly answered. We investigated student variables associated with better immediate and deferred (1 year after) PROCES performance. We compared the results with those obtained using a more standardized program to teach b-CPR to police cadets. We enrolled 600 high school students. PROCES achieved significant improvement in overall, theory and skill marks immediately after the course (P<0.001), with a significant decay in all of them 1 year after the course (P<0.001). Satisfactory learning was achieved by 57% of school students immediately after PROCES and by 37% when assessed 1 year later. Students without pending study subjects (P=0.001) and those from private schools (P<0.01) achieved significantly better performance immediately after PROCES and only female students achieved greater performance 1 year after the course (P<0.05). With respect to police cadets instructed through a standardized course, immediate satisfactory learning of school students was lower (79 vs. 57%, respectively; P<0.001), whereas deferred satisfactory learning was higher (23 vs. 37%, respectively; P<0.05). Emergency physicians can satisfactorily instruct secondary school students in b-CPR using PROCES, and this specific program achieves a reasonable amount of satisfactory learning.

[The influence of "hygienic minimum" course on quality of catering establishments].

PubMed

Venus, Miroslav; Petrovcić, Darija

2010-01-01

The aim of this article was to define the quality of catering establishments in Virovitica Podravina county before and after the course of "hygienic minimum". Research was realized through interview and assessment of microbiological swabs of the same catering establishments before and after the course of "hygienic minimum". All procedures were performed according to Regulations on standard specification in microbiological cleanness and methods of its determining. Twenty-five catering establishments from a group of restaurants and bars were analyzed. In all of them we found improvement in the most of examined parameters. So, implementation of the course through the existing program has proven to be justified.

42 CFR Appendix A to Part 75 - Standards for Accreditation of Educational Programs for Radiographers

Code of Federal Regulations, 2011 CFR

2011-10-01

... film evaluation; (k) Methods of patient care; (l) Pathology; (m) Radiologic physics; and (n) Radiation.... Courses in physics, chemistry, biology, algebra, and geometry are strongly recommended. (b) The number of...

42 CFR Appendix A to Part 75 - Standards for Accreditation of Educational Programs for Radiographers

Code of Federal Regulations, 2014 CFR

2014-10-01

... film evaluation; (k) Methods of patient care; (l) Pathology; (m) Radiologic physics; and (n) Radiation.... Courses in physics, chemistry, biology, algebra, and geometry are strongly recommended. (b) The number of...

42 CFR Appendix A to Part 75 - Standards for Accreditation of Educational Programs for Radiographers

Code of Federal Regulations, 2012 CFR

2012-10-01

... film evaluation; (k) Methods of patient care; (l) Pathology; (m) Radiologic physics; and (n) Radiation.... Courses in physics, chemistry, biology, algebra, and geometry are strongly recommended. (b) The number of...

42 CFR Appendix A to Part 75 - Standards for Accreditation of Educational Programs for Radiographers

Code of Federal Regulations, 2013 CFR

2013-10-01

... film evaluation; (k) Methods of patient care; (l) Pathology; (m) Radiologic physics; and (n) Radiation.... Courses in physics, chemistry, biology, algebra, and geometry are strongly recommended. (b) The number of...

A WET TALE: TOXICITY OF COMPLEX EFFLUENTS

EPA Science Inventory

This course covers standards, regulations, policy, guidance and technical aspects of implementing the whole effluent toxicity program. The curriculum incorporates rationale and information on WET test requirements from USEPA documents, such as the Technical Support Document for W...

Evaluation of a complementary cyber education program for a pathophysiology class.

PubMed

Yoo, Ji-Soo; Ryue, Sook-Hee; Lee, Jung Eun; Ahn, Jeong-Ah

2009-12-01

The goal of this study was to develop and evaluate a complementary cyber education program for a required pathophysiology class for nursing students. The cyber education program comprised electronic bulletin boards, correspondence material storage, an announcement section, a report submission section, reference sites, and statistics on learning rates. Twelve online lectures complemented five lectures in the classroom. To evaluate the course's educational effectiveness, we performed an online objective questionnaire and an open questionnaire survey anonymously, and compared the complementary cyber education program with traditional classroom education. The complementary cyber education program effected significant improvements in scores for importance with regard to major, clarity of goals and education plans for courses, professor readiness, preciseness and description of lectures, amount and efficiency of assignments, and fairness in appraisal standards compared with the traditional classroom education group. This study indicates that a complementary cyber education program provides nursing students with the flexibility of time and space, the newest information through updated lectures, efficient motivational aids through intimacy between the lecturer and students, and concrete and meaningful tasks. The complementary cyber education course also increased student effort toward studying and student satisfaction with the class.

A Delphi Study to Examine the Quality Measurement Standards by Online Instructors Using the Quality Matters™ Rubric as a Basis for Creating Instructional Materials

ERIC Educational Resources Information Center

Robinson, Daniel J.

2017-01-01

Quality measurement tools such as the Rubric for Online Instruction (ROI) and Quality Matters (QM) have developed guidelines by providing research based educational criteria for planning, creating, and implementing quality online education courses. This dissertation reviews QM program standards and identifies the primary characteristics of…

Mandating Education of Dental Graduates to Provide Care to Individuals with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Waldman, H. Barry; Perlman, Steven P.

2006-01-01

In 2004, The Commission on Dental Accreditation adopted new standards for dental and dental hygiene education programs to ensure the preparation of practitioners to provide oral health services for persons with special health care needs. The course of action leading to the adoption of the new standards, together with the continuing obstacles of…

An Integrative Approach to Improving an Introductory Weather & Climate Course and Developing an Allied NASA Earth & Space Science Certificate Program for Pre-service Secondary Teachers (Invited)

NASA Astrophysics Data System (ADS)

Morrow, C. A.; Martin-Hansen, L.; Diem, J.; Elliott, W.

2009-12-01

An Atlanta-based partnership made up of leaders in science, education, and Georgia’s state-wide STEM Education Initiative are creating an enduring legacy of climate science education for pre-service and in-service teachers in Georgia as well as for underrepresented high school students who participate in an "Early College" program with Georgia State University (GSU). The core elements of our NASA-funded program are to infuse NASA global climate change resources and best pedagogical practice into a popular 4-credit lecture/lab course called “Introduction to Weather & Climate” (GEOG 1112) at GSU, and to establish a sustainable academic program for pre-service teachers in the College of Education called the NASA Earth & Space Science (ESS) Teacher Certificate. The NASA ESS Certificate will require candidates to accomplish the following as part of (or in addition to) standard degree and licensure requirements: 1. successfully complete a graduate section of “Introduction to Weather and Climate” (GEOG 7112), which requires lesson planning related to course content and engagement with GSU's new CO2 monitoring station whose research-quality data will provide unique hands-on opportunities for Metro Atlanta students and teachers; 2) complete an additional advanced course in climate change (GEOG 6784) plus elective hours in physical science disciplines (e.g. astronomy and physics); 3) serve as a lab teaching assistant for GEOG 1112 and a coach for a cadre of Carver Early College students who are taking the course; 4) make at least one of two teaching practica at a Georgia-based NASA Explorer School; and 5) participate or co-present in a week-long, residential, field-based, Summer Institute in Earth & Space Science intended to increase the interest, knowledge, and ability of in-service secondary science educators to fulfill climate-related standards in Earth Science and Earth Systems Science. We will evaluate, document, and disseminate (to the University System of Georgia and beyond) our model for the NASA-enhancement of an introductory science course as a focal point for teacher preparation and professional development.

The feasibility of implementing a communication skills training course in pediatric hematology/oncology fellowship.

PubMed

Weintraub, Lauren; Figueiredo, Lisa; Roth, Michael; Levy, Adam

Communication skills are a competency highlighted by the Accreditation Council on Graduate Medical Education; yet, little is known about the frequency with which trainees receive formal training or what programs are willing to invest. We sought to answer this question and designed a program to address identified barriers. We surveyed pediatric fellowship program directors from all disciplines and, separately, pediatric hematology/oncology fellowship program directors to determine current use of formal communication skills training. At our institution, we piloted a standardized patient (SP)-based communication skills training program for pediatric hematology/oncology fellows. Twenty-seven pediatric hematology/oncology program directors and 44 pediatric program directors participated in the survey, of which 56% and 48%, respectively, reported having an established, formal communication skills training course. Multiple barriers to implementation of a communication skills course were identified, most notably time and cost. In the pilot program, 13 pediatric hematology/oncology fellows have participated, and 9 have completed all 3 years of training. Precourse assessment demonstrated fellows had limited comfort in various areas of communication. Following course completion, there was a significant increase in self-reported comfort and/or skill level in such areas of communication, including discussing a new diagnosis (p =.0004), telling a patient they are going to die (p =.005), discussing recurrent disease (p <.001), communicating a poor prognosis (p =.002), or responding to anger (p ≤.001). We have designed a concise communication skills training program, which addresses identified barriers and can feasibly be implemented in pediatric hematology/oncology fellowship.

What's New in Aquatics Training.

ERIC Educational Resources Information Center

Ensign, Jim

1992-01-01

There are many options for aquatic professionals requiring retraining to stay current and certified. The article describes six aquatics training programs, noting their strong points, common concerns, basic features, standard fees, course lengths, and how other professionals view their services. (SM)

Residency programs and the outlook for occupational and environmental medicine in Korea.

PubMed

Lee, Youngil; Kim, Jungwon; Chae, Yoomi

2015-01-01

This study investigated the implementation of training courses and the overall outlook for occupational and environmental medicine (OEM) in Korea. We described the problems facing OEM residency programs in Korea, and reviewed studies dealing with the specialty of occupational health in developed countries in order to suggest directions of improvement for the OEM training courses. We surveyed 125 OEM residents using a questionnaire in August 2012. A total of 23 questions about the training environment, residency programs, preferred institutions for post-licensure employment, and the outlook for OEM specialists were included in the questionnaire and analyzed according to the type of training institution and residency year. Responses from 88 residents (70.4 %) were analyzed. The major responsibilities of OEM residents were found to vary depending on whether they were trained in research institutes or in hospitals. OEM residents had a lower level of satisfaction with the following training programs: toxicology practice (measurements of biological markers, metabolites, and working environments), and OEM practice (environmental diseases and clinical training involving surgery). When asked about their eventual place of employment, OEM residents preferred institutions providing special health examinations or health management services. OEM residents reported a positive outlook for OEM over the next 5 years, but a negative outlook for the next 10 years. Although a standardized training curriculum for OEM residents exists, this study found differences in the actual training courses depending on the training institution. We plan to standardize OEM training by holding a regional conference and introducing open training methods, such as an open hospital system. Use of Korean-language OEM textbook may also reduce differences in the educational programs of each training institution. Toxicology practice, environmental diseases, and clinical training in surgery are areas that particularly need improvement in OEM residency training programs.

Implementation of the Hammersmith Infant Neurological Exam in a High-Risk Infant Follow-Up Program

PubMed Central

Maitre, Nathalie L; Chorna, Olena; Romeo, Domenico M; Guzzetta, Andrea

2017-01-01

Background High-Risk Infant Follow-Up (HRIF) programs provide early identification and referral for treatment of neurodevelopmental delays and impairments. In these programs, a standardized neurological exam is a critical component of evaluation for clinical and research purposes. Implementation To address primary challenges of provider educational diversity and standardized documentation, we designed an approach to training and implementation of the Hammersmith Infant Neurological Exam (HINE) with pre-course materials, a workshop model and adaptation of the electronic medical record. Conclusions Provider completion and documentation of a neurologic exam were evaluated before and after HINE training. Standardized training and implementation of the HINE in a large HRIF is feasible and effective and allows for quantitative evaluation of neurological findings and developmental trajectories. PMID:27765470

Drug Information Education in Doctor of Pharmacy Programs

PubMed Central

Wang, Fei; Troutman, William G.; Seo, Teresa; Peak, Amy; Rosenberg, Jack M.

2006-01-01

Objective To characterize pharmacy program standards and trends in drug information education. Methods A questionnaire containing 34 questions addressing general demographic characteristics, organization, and content of drug information education was distributed to 86 colleges and schools of pharmacy in the United States using a Web-based survey system. Results Sixty colleges responded (73% response rate). All colleges offered a campus-based 6-year first-professional degree PharmD program. Didactic drug information was a required course in over 70% of these schools. Only 51 of the 60 colleges offered an advanced pharmacy practice experience (APPE) in drug information, and 62% of these did so only on an elective basis. Conclusion Although almost all of the PharmD programs in the US include a required course in drug information, the majority do not have a required APPE in this important area. PMID:17136172

Preparing High School Students for College: An Exploratory Study of College Readiness Partnership Programs in Texas. NCPR Brief

ERIC Educational Resources Information Center

Barnett, Elisabeth A.; Corrin, William; Nakanishi, Aki; Bork, Rachel Hare; Mitchell, Claire; Sepanik, Susan

2012-01-01

Nationwide, about 40 percent of college students take at least one remedial course to prepare for college-level coursework. One cause of this high rate of remedial enrollment is the misalignment of high school graduation standards and college academic expectations. College readiness partnership programs attempt to address this problem by…

Effects of a Wilderness Program on Self-Esteem and Locus of Control Orientations of Young Adults. Summary of Thesis.

ERIC Educational Resources Information Center

Bertolami, Cheryl

Quantitative data and descriptive data (written self-evaluation and journal entries) were collected from young adults participating in a standard 26-day Outward Bound course during a quasi-experimental control group design experiment to determine the degree to which participation in a high risk wilderness program leads to self-discovery,…

Developing Practical Knowledge of the Next Generation Science Standards in Elementary Science Teacher Education

NASA Astrophysics Data System (ADS)

Hanuscin, Deborah L.; Zangori, Laura

2016-12-01

Just as the Next Generation Science Standards (NGSSs) call for change in what students learn and how they are taught, teacher education programs must reconsider courses and curriculum in order to prepare teacher candidates to understand and implement new standards. In this study, we examine the development of prospective elementary teachers' practical knowledge of the NGSS in the context of a science methods course and innovative field experience. We present three themes related to how prospective teachers viewed and utilized the standards: (a) as a useful guide for planning and designing instruction, (b) as a benchmark for student and self-evaluation, and (c) as an achievable vision for teaching and learning. Our findings emphasize the importance of collaborative opportunities for repeated teaching of the same lessons, but question what is achievable in the context of a semester-long experience.

Analysis of curricular reform practices at Chinese medical schools.

PubMed

Huang, Lei; Cai, Qiaoling; Cheng, Liming; Kosik, Russell; Mandell, Greg; Wang, Shuu-Jiun; Xu, Guo-Tong; Fan, Angela P

2014-01-01

A comprehensive search of the literature published between 2001 and 2010 was performed to gain a greater understanding of curricular reform practices at Chinese medical schools. There were 10,948 studies published between 2001 and 2010 that were retrieved from the database. Following preliminary screening, 76 publications from 49 different medical schools were selected. Thirty-one publications regarding clinical medicine curricular reforms were analyzed further. Of the 76 studies, 53 described curricular reforms that were instituted in theoretical courses, 22 described curricular reforms that were instituted in experimental courses, and 1 described curricular reforms that were instituted in a clinical skills training course. Of the 31 clinical medicine publications, 2 described reforms that were implemented for 3-year program medical students, 12 described reforms that were implemented for 5-year program medical students, 6 described reforms that were implemented for 7-year program medical students, and 2 described reforms that were implemented for 8-year program medical students. Currently, the majority of medical schools in China use the discipline-based curriculum model. Thirteen studies described transition to an organ-system-based curriculum model, 1 study described transition to a problem-based curriculum model, and 3 studies described transition to a clinical presentation-based curriculum model. In 7 studies educators decided to retain the discipline-based curriculum model while integrating 1 or several new courses to remedy the weaker aspects of the traditional curriculum, in 7 studies educators decided to integrate the preclinical courses with the clinical courses by using the systemic-integrating curricular system that dilutes classical disciplines and integrates material based on organ systems, and in 2 studies educators limited reforms to clinical courses only. Eight studies discussed the implementation of a formative evaluation system, 4 studies discussed faculty training, and 15 studies discussed the application of various instructional methods. Other issues that were also addressed include enhancing research, improving patient-doctor communication, developing interpersonal and teamwork skills, cultivating independent lifelong learning habits, and improving problem-solving capabilities. The medical schools in our study have adopted various comprehensive curricular changes, moving from a knowledge-based to a competency-based model, and from traditional standards to international standards. Many institutions face challenges when implementing curricular reforms, such as what to integrate and how to do so, the unintended omission of important material, ensuring coordination between different organizations and departments, and the training of faculty.

Developing an Information Resources Management Curriculum.

ERIC Educational Resources Information Center

Montie, Irene C.

1983-01-01

Discusses the development of an Information Resources Management (IRM) curriculum by the IRM Curriculum Advisory Committee established by the Graduate School, United States Department of Agriculture. Initial activities, models proposed for the program (standards, skills, users, operational), course selection, and structural proposals considered…

Basic Health Education for Farmers in Latin America.

ERIC Educational Resources Information Center

Hai, Dorothy M.

1980-01-01

Describes a public health program designed to improve the standard of living of Latin American farmers. Outlines a training course for veterinarian-instructors who are sent to rural areas to teach farmers principles of animal health and disease control. (SK)

24 CFR 200.53 - Initial operating funds.

Code of Federal Regulations, 2010 CFR

2010-04-01

... standards established by the Commissioner for: (a) Accruals for taxes, ground rates, mortgage insurance premiums, and property insurance premiums, during the course of construction; (b) Meeting the cost of... Endorsement Generally Applicable to Multifamily and Health Care Facility Mortgage Insurance Programs; and...

24 CFR 200.53 - Initial operating funds.

Code of Federal Regulations, 2011 CFR

2011-04-01

... standards established by the Commissioner for: (a) Accruals for taxes, ground rates, mortgage insurance premiums, and property insurance premiums, during the course of construction; (b) Meeting the cost of... Endorsement Generally Applicable to Multifamily and Health Care Facility Mortgage Insurance Programs; and...

Through the Lens of New School Librarians: The Application of Standards to Delivering Excellence to the Profession

ERIC Educational Resources Information Center

Schultz-Jones, Barbara; Faber, Toby; Reed, Jan

2010-01-01

We examined the issues related to delivering service excellence through the lens of 39 graduating school librarians in written assignments for the final course of their certification program, as they focus on what is needed to apply standards to become an effective school library media specialist in the 21st century. Of the 16 issues identified,…

Evaluation of a Short-term Training Program in Bedside Emergency Ultrasound in Southwestern Tanzania.

PubMed

Shaffer, Mark; Brown, Heather A; McCoy, Chloé; Bashaka, Prosper

2017-03-01

To evaluate the effect of a short-term training program in emergency ultrasound on physician skills and attitudes in southwestern Tanzania. Eight registrar physicians at Mbeya Zonal Referral Hospital (Mbeya, Tanzania) underwent a 5-day course in bedside emergency ultrasound, focusing primarily on the focused assessment with sonography for trauma examination, including didactic sessions, practical sessions, and on-job training. The impact on ultrasound knowledge was assessed by pretest and posttest evaluations. Provider skill was evaluated by a standardized observed simulated patient encounter. Attitudes toward ultrasound training, utility, and self-confidence were assessed by a post-training questionnaire. All 8 physicians who began the training completed the course and successfully passed their objective structured clinical examination. There was a statistically significant improvement in written ultrasound test scores from 31% to 66% (P < .01) after the course. Most trainees felt confident performing and interpreting a basic focused assessment with sonography for trauma examination at the end of the course, and 7 of 8 stated that they would consider paying tuition for similar courses in the future. Main concerns with the course revolved around insufficient time dedicated to practicing under supervision. Registrar physicians in Tanzania can effectively learn basic emergency ultrasound skills in a short-term training program. Similar future programs may consider heavier emphasis on practical hands-on training with experts. Ongoing data collection is required to understand the true impact of such training on long-term ultrasound use and patient outcomes. © 2017 by the American Institute of Ultrasound in Medicine.

Earth System Science Education Alliance (ESSEA) IPY Modules

NASA Astrophysics Data System (ADS)

Blaney, L. S.; Myers, R. J.; Schwerin, T.

2008-12-01

The Earth System Science Education Alliance (ESSEA) is a National Science Foundation-supported program implemented by the Institute for Global Environmental Strategies (IGES) to improve the quality of geoscience instruction for pre-service, middle, and high school teachers. ESSEA increases teachers' access to quality materials, standards-based instructional methods and content knowledge. With additional support from NASA, the ESSEA program is being enhanced to reflect emphasis on the International Polar Year. From 1999-2005 the ESSEA program was based on a trio of online courses (for elementary, middle, and high school teachers), the courses have been used by 40 faculty at 20 institutions educating over 1,700 teachers in Earth system science. Program evaluation of original course participants indicated that the courses had significant impact on teachers Earth system content knowledge and beliefs about teaching and learning. Seventeen of the original participating institutions have continued to use the courses and many have developed new programs that incorporate the courses in Earth science education opportunities for teachers. Today the ESSEA program lists nearly 40 colleges and universities as participants. With NASA support, the K-4 course and modules have been revised to include topics and resources focusing on the International Polar Year. Additional modules examining the changes in black carbon, ice sheets and permafrost have been added for middle and high school levels. The new modules incorporate geoscience data and analysis tools into classroom instruction. By exploring IPY related topics and data, participating teachers and their students will develop new understandings about the interactions and dependencies of the Earth spheres and our polar regions. Changes in climate, air, water, and land quality and animal and plant populations make the news everyday. The ESSEA IPY modules will help teachers inform rather than frighten their students as they learn more about the characteristics and importance of our polar regions. One goal of IPY 2007-2008 is to increase the awareness, understanding and interest of school-age children in polar conditions and research. The inclusion of polar topics in the ESSEA courses and modules contributes to the achievement of that goal.

North Carolina Annual Performance Report for the Vocational and Technical Education State-Administered Program under the Carl D. Perkins Vocational and Applied Technology Education Act of 1990, P.L. 101-392. Program Year 1996-1997.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh.

For program year 1996-97, 222,639 North Carolina (NC) 9th-12th graders were enrolled in Workforce Development Education (WDE). Twenty-five curriculum products were developed, 34 course blueprints were revised to reflect business/industry practices and state/national standards, and about 3,600 business/industry personnel participated in WDE…

Learning how to learn: Meta-learning strategies for the challenges of learning pharmacology.

PubMed

Alton, Suzanne

2016-03-01

Nursing students have difficulty with pharmacology courses because of the complicated nomenclature and the difficulty of applying drug information to actual patient care. As part of a new pharmacology course being created, meta-learning strategies designed to diminish the difficulties of learning this difficult content were part of the course pedagogy. Strategies were demonstrated, reviewed in class, and implemented through homework assignments. The setting was an Academic Health Center's School of Nursing in the southern United States. Participants were third-year nursing students in an undergraduate nursing program. Surveys of students' opinions of learning gains were conducted at the end of the course over several semesters. In addition, pharmacology scores on a standardized exit exam were compared prior to implementing the course and after. Students reported learning dry material more easily, having greater confidence, and finding substantial value in the learning strategies. Students indicated the most helpful strategies, in descending order, as follows: making charts to compare and contrast drugs and drug classes, writing out drug flash cards, making or reviewing creative projects, prioritizing information, making or using visual study aids, and using time and repetition to space learning. Implementation of the new course improved pharmacology scores on a standardized exit exam from 67.0% to 74.3%. Overall response to learning strategies was positive, and the increase in the pharmacology standardized exit exam scores demonstrated the effectiveness of this instructional approach. Copyright © 2016 Elsevier Ltd. All rights reserved.

Preparing Students for College and Career in the United States: The Effects of Career-Themed Programs of Study on High School Performance

ERIC Educational Resources Information Center

Castellano, Marisa E.; Richardson, George B.; Sundell, Kirsten; Stone, James R., III

2017-01-01

In the United States, education policy calls for every student to graduate from high school prepared for college and a career. National legislation has mandated programs of study (POS), which offer aligned course sequences spanning secondary and postsecondary education, blending standards-based academic and career and technical education (CTE)…

A national assessment of colleges and university school health education methods courses.

PubMed

Fisher, Christine M; Price, James H; Telljohann, Susan K; Dake, Joseph A

2015-04-01

Across the United States, school health education programs provide a wide variety of knowledge and skills to their students. There are currently no guidelines for school health methods courses. Using a 2-wave mailing followed by a third wave e-mail reminder, a final population of 226 university school health methods instructors at school health preparation programs were surveyed. A total of 138 completed surveys (61%) were returned. The topics taught in school health education methods courses emphasized the most included aligning objectives, instruction, and assessment (79%); development of lesson plans (73%); teaching methods that engage learners (72%); and application of the National Health Education Standards and performance indicators (69%). The content taught and how the instructors assessed their students differed statistically by 1 or more of the following: whether they had a health education degree, had experience teaching in the public schools, and if their program was accredited. This study provides information regarding what school health methods instructors across the United States are teaching in their classes. Using this information as a baseline can serve as a guide for preservice faculty teaching a school health methods course. © 2015, American School Health Association.

Strengthening healthcare capacity through a responsive, country-specific, training standard: the KITSO AIDS training program's support of Botswana's national antiretroviral therapy rollout.

PubMed

Bussmann, Christine; Rotz, Philip; Ndwapi, Ndwapi; Baxter, Daniel; Bussmann, Hermann; Wester, C William; Ncube, Patricia; Avalos, Ava; Mine, Madisa; Mabe, Elang; Burns, Patricia; Cardiello, Peter; Makhema, Joseph; Marlink, Richard

2008-01-01

In parallel with the rollout of Botswana's national antiretroviral therapy (ART) program, the Botswana Ministry of Health established the KITSO AIDS Training Program by entering into long-term partnerships with the Botswana-Harvard AIDS Institute Partnership for HIV Research and Education and others to provide standardized, country-specific training in HIV/AIDS care. The KITSO training model has strengthened human capacity within Botswana's health sector and been indispensable to successful ART rollout. Through core and advanced training courses and clinical mentoring, different cadres of health care workers have been trained to provide high-quality HIV/AIDS care at all ART sites in the country. Continuous and standardized clinical education will be crucial to sustain the present level of care and successfully address future treatment challenges.

Integrating standard operating procedures and industry notebook standards to evaluate students in laboratory courses.

PubMed

Wallert, Mark A; Provost, Joseph J

2014-01-01

To enhance the preparedness of graduates from the Biochemistry and Biotechnology (BCBT) Major at Minnesota State University Moorhead for employment in the bioscience industry we have developed a new Industry certificate program. The BCBT Industry Certificate was developed to address specific skill sets that local, regional, and national industry experts identified as lacking in new B.S. and B.A. biochemistry graduates. The industry certificate addresses concerns related to working in a regulated industry such as Good Laboratory Practices, Good Manufacturing Practices, and working in a Quality System. In this article we specifically describe how we developed a validation course that uses Standard Operating Procedures to describe grading policy and laboratory notebook requirements in an effort to better prepare students to transition into industry careers. © 2013 by The International Union of Biochemistry and Molecular Biology.

Collaboration Between Academia and Practice: Interprofessional Crises Leadership and Disaster Management.

PubMed

Hoying, Cheryl; Farra, Sharon; Mainous, Rosalie; Baute, Rebecca; Gneuhs, Matthew

2017-02-01

An innovative interprofessional disaster preparedness program was designed and implemented through an academic-practice partnership between a large midwestern children's hospital and a community-based state university. This course was part of a constellation of courses developed in response to Presidential Directive (HSPD) 8, a mandate to standardize disaster response training that was issued after the inefficiencies following Hurricane Katrina. A hybrid immersive and didactic approach was used to train senior leadership and frontline clinicians. Included were simulated experiences at the National Center for Medical Readiness, a workshop, and online modules. The program that focused on crisis leadership and disaster management was developed and implemented to serve patient-centered organizations.

Impact of a standardized training program on midwives’ ability to assess fetal heart anatomy by ultrasound

PubMed Central

2014-01-01

Background Studies of prenatal detection of congenital heart disease (CHD) in the UK, Italy, and Norway indicate that it should be possible to improve the prenatal detection rate of CHD in Sweden. These studies have shown that training programs, visualization of the outflow tracts and color-Doppler all can help to speed up and improve the detection rate and accuracy. We aimed to introduce a more accurate standardized fetal cardiac ultrasound screening protocol in Sweden. Methods A novel pedagogical model for training midwives in standardized cardiac imaging was developed, a model using a think-aloud analysis during a pre- and post-course test and a subsequent group reflection. The self-estimated difficulties and knowledge gaps of two experienced and two beginner midwives were identified. A two-day course with mixed lectures, demonstrations and hands-on sessions was followed by a feedback session three months later consisting of an interview and check-up. The long-term effects were tested two years later. Results At the post-course test the self-assessed uncertainty was lower than at the pre-course test. The qualitative evaluation showed that the color Doppler images were difficult to interpret, but the training seems to have improved their ability to use the new technique. The ability to perform the method remained at the new level at follow-up both three months and two years later. Conclusions Our results indicate that by implementing new imaging modalities and providing hands-on training, uncertainty can be reduced and examination time decreased, but they also show that continuous on-site training with clinical and technical back-up is important. PMID:24889837

Education and training initiatives for crisis management in the European Union: a web-based analysis of available programs.

PubMed

Ingrassia, Pier Luigi; Foletti, Marco; Djalali, Ahmadreza; Scarone, Piercarlo; Ragazzoni, Luca; Corte, Francesco Della; Kaptan, Kubilay; Lupescu, Olivera; Arculeo, Chris; von Arnim, Gotz; Friedl, Tom; Ashkenazi, Michael; Heselmann, Deike; Hreckovski, Boris; Khorram-Manesh, Amir; Khorrram-Manesh, Amir; Komadina, Radko; Lechner, Kostanze; Patru, Cristina; Burkle, Frederick M; Fisher, Philipp

2014-04-01

Education and training are key elements of disaster management. Despite national and international educational programs in disaster management, there is no standardized curriculum available to guide the European Union (EU) member states. European- based Disaster Training Curriculum (DITAC), a multiple university-based project financially supported by the EU, is charged with developing a holistic and highly-structured curriculum and courses for responders and crisis managers at a strategic and tactical level. The purpose of this study is to qualitatively assess the prevailing preferences and characteristics of disaster management educational and training initiatives (ETIs) at a postgraduate level that currently exist in the EU countries. An Internet-based qualitative search was conducted in 2012 to identify and analyze the current training programs in disaster management. The course characteristics were evaluated for curriculum, teaching methods, modality of delivery, target groups, and funding. The literature search identified 140 ETIs, the majority (78%) located in United Kingdom, France, and Germany. Master level degrees were the primary certificates granted to graduates. Face-to-face education was the most common teaching method (84%). Approximately 80% of the training initiatives offered multi- and cross-disciplinary disaster management content. A competency-based approach to curriculum content was present in 61% of the programs. Emergency responders at the tactical level were the main target group. Almost all programs were self-funded. Although ETIs currently exist, they are not broadly available in all 27 EU countries. Also, the curricula do not cover all key elements of disaster management in a standardized and competency-based structure. This study has identified the need to develop a standardized competency-based educational and training program for all European countries that will ensure the practice and policies that meet both the standards of care and the broader expectations for professionalization of the disaster and crisis workforce.

Teaching Group Counseling Skills: Problems and Solutions.

ERIC Educational Resources Information Center

Furr, Susan R.; Barret, Bob

2000-01-01

Discusses the challenges involved in meeting the standards established by the American Counseling Association's Council for the Accreditation of Counseling and Related Education Programs for teaching principles, theories, leadership skills, and group counseling methods for effective group practice. Presents a model involving two courses allowing…

38 CFR 21.7131 - Commencing dates.

Code of Federal Regulations, 2012 CFR

2012-07-01

...) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational Assistance Program (Montgomery GI... standard college degree. (1) When the student enrolls in a course offered by independent study, the commencing date of the award or increased award of educational assistance will be the date the student began...

38 CFR 21.7131 - Commencing dates.

Code of Federal Regulations, 2013 CFR

2013-07-01

...) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational Assistance Program (Montgomery GI... standard college degree. (1) When the student enrolls in a course offered by independent study, the commencing date of the award or increased award of educational assistance will be the date the student began...

38 CFR 21.7131 - Commencing dates.

Code of Federal Regulations, 2011 CFR

2011-07-01

...) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational Assistance Program (Montgomery GI... standard college degree. (1) When the student enrolls in a course offered by independent study, the commencing date of the award or increased award of educational assistance will be the date the student began...

38 CFR 21.7131 - Commencing dates.

Code of Federal Regulations, 2014 CFR

2014-07-01

...) VOCATIONAL REHABILITATION AND EDUCATION All Volunteer Force Educational Assistance Program (Montgomery GI... standard college degree. (1) When the student enrolls in a course offered by independent study, the commencing date of the award or increased award of educational assistance will be the date the student began...

20 CFR 658.601 - State agency responsibility.

Code of Federal Regulations, 2010 CFR

2010-04-01

... and accuracy of documents prepared in the course of service delivery; and (E) Effectiveness of JS... deficiencies has been effective. (7)(a) The provisions of the JS regulations which require numerical and... carry out JS regulations, including regulations on performance standards and program emphases, and any...

Day treatment versus enhanced standard methadone services for opioid-dependent patients: a comparison of clinical efficacy and cost.

PubMed

Avants, S K; Margolin, A; Sindelar, J L; Rounsaville, B J; Schottenfeld, R; Stine, S; Cooney, N L; Rosenheck, R A; Li, S H; Kosten, T R

1999-01-01

This study examined the differential efficacy and relative costs of two intensities of adjunctive psychosocial services--a day treatment program and enhanced standard care--for the treatment of opioid-dependent patients maintained on methadone hydrochloride. A 12-week randomized clinical trial with 6-month follow-up was conducted in a community-based methadone maintenance program. Of the 308 patients who met inclusion criteria, 291 began treatment (day treatment program: N=145; enhanced standard care: N=146), and 237 completed treatment (82% of those assigned to the day treatment program and 81% of those receiving enhanced standard care). Two hundred twenty of the patients participated in the 6-month follow-up (75% of those in the day treatment program and 73% of those in enhanced standard care provided a follow-up urine sample for screening). Both interventions were 12 weeks in duration, manual-guided, and provided by master's-level clinicians. The day treatment was an intensive, 25-hour-per-week program. The enhanced standard care was standard methadone maintenance plus a weekly skills training group and referral to on- and off-site services. Outcome measures included twice weekly urine toxicology screens, severity of addiction-related problems, prevalence of HIV risk behaviors, and program costs. Although the cost of the day treatment program was significantly higher, there was no significant difference in the two groups' use of either opiates or cocaine. Over the course of treatment, drug use, drug-related problems, and HIV risk behaviors decreased significantly for patients assigned to both treatment intensities. Improvements were maintained at follow-up. Providing an intensive day treatment program to unemployed, inner-city methadone patients was not cost-effective relative to a program of enhanced methadone maintenance services, which produced comparable outcomes at less than half the cost.

Creating a Novel Online Digital Badge-Awarding Program in Patient Navigation to Address Healthcare Access.

PubMed

Rohan, Annie J; Fullerton, Judith; Escallier, Lori A; Pati, Susmita

A novel, sustainable digital badge-awarding online course was developed to prepare learners with familiarity of patient navigation. Learners offered favorable endorsement of essentially all elements of the program, especially the utility of the Blackboard learning management software program. Quality Matters standards provided a rigorous framework for the challenges of designing, implementing, and evaluating online curricula. Online education is an effective method for meeting the professional development needs of those seeking careers in care coordination/patient navigation.

Development of an Online Exoplanet Course for In-Service Teachers

NASA Astrophysics Data System (ADS)

Barringer, Daniel; Palma, Christopher

2016-01-01

The Earth and Space Science Partnership (ESSP) is a collaboration among Penn State scientists, science educators and seven school districts across Pennsylvania. Penn State also offers through its fully online World Campus the opportunity for In-Service science teachers to earn an M.Ed. degree in Earth Science, and we currently offer a required online astronomy course for that program. We have previously presented descriptions of how have incorporated research-based pedagogical practices into ESSP-sponsored workshops for in-service teachers (Palma et al. 2013) and into a pilot section of introductory astronomy for non-science majors (Palma et al. 2014). In this presentation, we detail the design and development of a new online astronomy course to be offered through the M.Ed. Earth Science degree program. This course also uses a coherent content storyline approach (Roth et al. 2011), and will engage the teachers in investigations using authentic data within the Claims Evidence Reasoning framework (McNeill & Krajcik 2012). The course theme will be exploring exoplanets in order to show how these objects have forced us to reconsider some ideas in our model for the formation of the Solar System, which is a disciplinary core idea identified in the Next Generation Science Standards (citation). Course materials will be made available through Penn State's open courseware initiative and will be promoted to teachers throughout PA through the Pennsylvania Earth Science Teachers' Association (PAESTA). We gratefully acknowledge support from the NSF MSP program award DUE#0962792.

Making Your Blackboard Courses Talk!

ERIC Educational Resources Information Center

Burcham, Tim M.

This presentation shows how to deliver audio/video (AV) lectures to online students using relatively inexpensive AV software (i.e., Camtasia Studio) and the standard Blackboard interface. The first section describes two types of production programs: presentation media converters and screen capture utilities. The second section covers making an AV…

Developing Career and Employability Skills: A US Case Study.

ERIC Educational Resources Information Center

Zinser, Richard

2003-01-01

Western Michigan University's technical teacher education program developed a course on teaching career and employability skills using state standards and benchmarks as a framework. Preservice teachers complete five projects: job shadowing, professional portfolio, written lesson plan, videotape and self-critique of lesson plan, and an application…

Incipient I Fire Brigade Training & Certification.

ERIC Educational Resources Information Center

Anoka-Hennepin Technical Coll., Minneapolis, MN.

This document contains course materials for the minimum general and Koch-specific requirements for the fire suppression training and education portion of the integrated industrial emergency response team training program. The various levels of performance were developed with the National Fire standard 600, Private Fire Brigades. The training is…

Business Mathematics Curriculum Guide. Bulletin 1612. Revised.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

This curriculum guide for business mathematics was developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program. Following an overview of the secondary school mathematics curriculum, eight goals for the business mathematics course are listed. A pacing chart with suggested time periods for each major…

Promoting Climate And Data Literacy: University Courses Engaging Students In Effective Teaching, Learning, Communication And Outreach Practices.

NASA Astrophysics Data System (ADS)

Halversen, C.; McDonnell, J. D.; Apple, J. K.; Weiss, E. L.

2016-02-01

Two university courses, 1) Promoting Climate Literacy and 2) Climate and Data Literacy, developed by the University of California Berkeley provide faculty across the country with course materials to help their students delve into the science underlying global environmental change. The courses include culturally responsive content, such as indigenous and place-based knowledge, and examine how people learn and consequently, how we should teach and communicate science. Promoting Climate Literacy was developed working with Scripps Institution of Oceanography, University of Washington, and Western Washington University. Climate and Data Literacy was developed with Rutgers University and Padilla Bay National Estuarine Research Reserve, WA. The Climate and Data Literacy course also focuses on helping students in science majors participating in U-Teach programs and students in pre-service teacher education programs gain skills in using real and near-real time data through engaging in investigations using web-based and locally-relevant data resources. The course helps these students understand and apply the scientific practices, disciplinary concepts and big ideas described in the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS). This course focuses on students interested in teaching middle school science for three reasons: (1) teachers often have relatively weak understandings of the practices of science, and of complex Earth systems science and climate change; (2) the concepts that underlie climate change align well with the NGSS; and (3) middle school is a critical time for promoting student interest in science and for recruitment to STEM careers and lifelong climate literacy. This course is now being field tested in a number of U-Teach programs including Florida State University, Louisiana State University, as well as pre-service teacher education programs at California State University East Bay, and Western Washington University. The Promoting Climate Literacy course is focused on graduate and undergraduate science students interested in learning how to more effectively communicate climate science, while participating in outreach opportunities with the public. The course has been disseminated through a workshop for faculty at 17 universities.

Engineering Lessons Learned and Systems Engineering Applications

NASA Technical Reports Server (NTRS)

Gill, Paul S.; Garcia, Danny; Vaughan, William W.

2005-01-01

Systems Engineering is fundamental to good engineering, which in turn depends on the integration and application of engineering lessons learned. Thus, good Systems Engineering also depends on systems engineering lessons learned from within the aerospace industry being documented and applied. About ten percent of the engineering lessons learned documented in the NASA Lessons Learned Information System are directly related to Systems Engineering. A key issue associated with lessons learned datasets is the communication and incorporation of this information into engineering processes. As part of the NASA Technical Standards Program activities, engineering lessons learned datasets have been identified from a number of sources. These are being searched and screened for those having a relation to Technical Standards. This paper will address some of these Systems Engineering Lessons Learned and how they are being related to Technical Standards within the NASA Technical Standards Program, including linking to the Agency's Interactive Engineering Discipline Training Courses and the life cycle for a flight vehicle development program.

Space Discovery: Teaching with Space. Evaluation: Summer, Fall 1998 Programs

NASA Technical Reports Server (NTRS)

Ewell, Bob

1998-01-01

This is the final report of the 1998 NASA-sponsored evaluation of the effectiveness of the United States Space Foundation's five-day Space Discovery Standard Graduate Course (Living and Working in Space), the five-day Space Discovery Advanced Graduate Course (Advanced Technology and Biomedical Research), the five-day introductory course Aviation and Space Basics all conducted during the summer of 1998, and the Teaching with Space two-day Inservice program. The purpose of the program is to motivate and equip K- 12 teachers to use proven student-attracting space and technology concepts to support standard curriculum. These programs support the America 2000 National Educational Goals, encouraging more students to stay in school, increase in competence, and have a better opportunity to be attracted to math and science. The 1998 research program continues the comprehensive evaluation begun in 1992, this year studying five summer five-day sessions and five Inservice programs offered during the Fall of 1998 in California, Colorado, New York, and Virginia. A comprehensive research design by Dr. Robert Ewell of Creative Solutions and Dr. Darwyn Linder of Arizona State University evaluated the effectiveness of various areas of the program and its applicability on diverse groups. Preliminary research methodology was a set of survey instruments administered after the courses, and another to be sent in April-4-5 months following the last inservice involved in this study. This year, we have departed from this evaluation design in two ways. First, the five-day programs used NASA's new EDCATS on-line system and associated survey rather than the Linder/Ewell instruments. The Inservice programs were evaluated using the previously developed survey adapted for Inservice programs. Second, we did not do a follow-on survey of the teachers after they had been in the field as we have done in the past. Therefore, this evaluation captures only the reactions of the teachers to the programs immediately after the instruction. Although EDCATS is designed for teachers to enter their data logged onto the appropriate internet web site, most surveys were completed on a printed copy and entered into the EDCATS system by USSF personnel. The Aviation and Space Basics class were taken to a computer lab where they responded to the survey on-line. Data from the Inservice surveys were manually entered into a computer spreadsheet program by US Space Foundation personnel and processed using the statistical program SPSS for Windows. The raw data and copy of the EDCATS survey for the five-day programs are in Appendix 1. The raw data and copy of the Inservice survey are in Appendix 2. Comments from both programs are in Appendices 3 and 4, respectively.

Real-world aspects of the nuclear criticality safety program at the University of Tennessee-Knoxville

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bentley, C.L.; Dunn, M.E.; Goluoglu, S.

1996-12-31

The nuclear criticality safety (NCS) program at the University of Tennessee-Knoxville (UTK) emphasizes the {open_quotes}real world{close_quotes} in the NCS courses that are offered and also the NCS research that is conducted. Two NCS courses are offered at UTK. The first course is an introduction to the NCS field, which uses the text by Knief and includes an overview of criticality accidents that have actually happened, standards that are currently in use and being developed, and state-of-the-art computer methods and codes. The students learn the same codes, including both theory and application, that are used by most professionals in the NCSmore » field. Thus, if a student accepts a job offer in the NCS area after graduation, he or she is capable of doing productive NCS work the first day on the job. Subcritical limits, hand-calculation methods, current regulations [both U.S. Department of Energy (DOE) and U.S. Nuclear Regulatory Commission (NRC)] and current practices are also discussed in the introductory course. The second course emphasizes real world experience and is taught by five instructors with over 100 years of combined experience.« less

Putting the “Spark” into Physical Science and Algebra

NASA Astrophysics Data System (ADS)

Dagenais, Andre; Pill, B.

2006-12-01

The presenters will describe a number of laboratory activities developed in collaboration with the Department of Electrical Engineering at the University of Delaware as part of their outreach program to help make math and science more authentic on the pre-college level. Lessons relating to electrical topics are often abstract and appropriate only for advanced students in math and science. We have devised lessons that rely on simple equipment. They promote skills that are included in National and State Standards. They emphasize the connections between math and science; they are appropriate for an algebra course, a physical science course, a PhysicsFirst course or a traditional physics course. Students benefit from seeing that what they learn in math and science courses can lead to cutting-edge work in areas such as passive wave imaging, photonics, wireless communication and high performance computing. The collaboration has been meaningful because it has motivated us to tailor our lessons to reflect what is happening in the research lab of our local university. Written materials for use in teacher training workshops will also be available. Funded by NSF Research Experience for Teachers(RET #0322633) program under the direction of Dr. Dennis Prather, University of Delaware Electrical Engineering

[Structured residency training program for otolaryngology: a trendsetting principle].

PubMed

Meyer, J E; Wollenberg, B; Schmidt, C

2008-09-01

A concept for an ORL residency training program is necessary because of personnel bottlenecks, quality assurance and benchmarkings. We have created a 2.5 years' program, which is based on 6 pillars: 1. Acquisition of the necessary specialist knowledge by the resident in self-study. 2. Weekly attendance of training lectures according to a study timetable, a monthly specialist seminar to discuss case examples. 3. Weekly presentation by the resident on an article from the current literature, alternating with a presentation on cases and a morbidity and mortality conference. 4. Annual 60 min learning target test. 5. Definition of a surgical training calendar oriented to the new national ORL training regulations. 6. Internal operation course with preparative exercises in anatomy and visit to an operations course at a renowned otolaryngology clinic each year. After 2.5 years of the training time a revision course is introduced. In this way a basic training will be guaranteed for all residents, which can be assessed by the annual test. Finally, the construction of a further training curriculum should lead to an improved transparent training, a higher standard of quality and improved staff satisfaction.

Designing anatomy program in modern medical curriculum: matter of balance.

PubMed

Grković, Ivica; Marinović Guić, Maja; Kosta, Vana; Poljicanin, Ana; Carić, Ana; Vilović, Katarina

2009-02-01

To evaluate the structure of the anatomy program in the first year medical curriculum of University of Split School of Medicine by comparing it with the recommendations by the Educational Affairs Committee of the American Association of Clinical Anatomists (AACA) and the Terminologia Anatomica (TA); we also quantitatively evaluated the organization of teaching material in contemporary topographical anatomy textbooks and matched them with the AACA recommendations, TA, and the curriculum of the anatomy course taught at Medical School in Split, Croatia. TA, official recommendations of the AACA, 6 contemporary anatomy textbooks, and the structure of the anatomy course were analyzed for the proportion of the terms or text devoted to standard topographical regions of the body. The findings were correlated using Spearman rho test. The curriculum outline correlated both with the AACA recommendations (Spearman rho=0.83, P=0.015) and TA (Spearman rho=0.73, P=0.046). Textbooks contained 8 distinct sections, 7 allocated to topographic anatomy regions and 1 to general anatomy concepts and principles. The structure of all textbooks correlated significantly with the course curriculum. However, 4 out of 6 textbooks did not correlate with TA and only a single textbook showed significant correlation with the AACA recommendations. Anatomy textbooks vary in the amount of text dedicated to different parts of topographical anatomy and are not quite concordant with curriculum recommendations and standard anatomical terminology. Planning the structure of an anatomy course should not be based on a single book or recommendation but on evidence.

The TXESS Revolution: A Partnership to Advance Earth and Space Science in Texas

NASA Astrophysics Data System (ADS)

Ellins, K. K.; Olson, H. C.; Willis, M.

2007-12-01

The Texas State Board of Education voted in 2006 to require a fourth year of science for graduation from high school and to authorize the creation of a new senior level Earth Systems and Space Science course as an option to fulfill that requirement. The new Earth Systems and Space Science course will be a capstone course for which three required science courses(biology, chemistry and physics)are prerequisites. Here, we summarize the collective efforts of business leaders, scientists and educators who worked collaboratively for almost a decade to successfully reinstate Earth science as part of Texas' standard high school curriculum and describe a new project, the Texas Earth and Space Science (TXESS) Revolution, a 5-year professional development program for 8th -12th grade minority and minority-serving science teachers and teacher mentors in Texas to help prepare them to teach the new capstone course. At the heart of TXESS Revolution is an extraordinary partnership, involving (1) two UT-Austin academic units, the Jackson School of Geosciences and the Department of Petroleum and Geosystems Engineering; (2) TERC, a not-for-profit educational enterprise in Massachusetts with 30 years experience in designing science curriculum; (3) the University of South Florida; and (4) the Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching, a statewide network of teacher mentors and science teachers. With guidance from the Texas Education Agency, the state agency charged with overseeing education, the TXESS Revolution project will provide teachers with access to high quality materials and instruction aligned with the Texas educational standards for the new capstone course through: a program of eight different 3-day professional development academies offered to both teachers and teachers mentors; immersive summer institutes, field experiences, and a Petroleum Science and Technology Institute; training on how to implement Earth Science by Design, a teacher professional development program developed by TERC and the American Geological Institute with National Science Foundation (NSF) funding; and an online learning forum designed to keep teachers and teacher mentors in contact with facilitators and fellow project-participants between and after training, as well as share best practices and new information. The new capstone course promises to be a rigorous and dynamic change to the way Earth and Space Science has been presented previously anywhere in the U.S. and will provide many opportunities for professional development and the dissemination of suitable Earth and Space Science curriculum. The TXESS Revolution project welcomes opportunities to collaborate with geoscience consortia, programs, organizations and geoscience educators to advance Earth and Space Science in Texas. NSF's Opportunities to Enhance Diversity in the Geosciences program, the Shell Oil Company and the Jackson School of Geosciences are together funding the TXESS Revolution project.

Can Earth Materials BE Adequately Covered in a - or Two-Semester Course?

NASA Astrophysics Data System (ADS)

Hefferan, K. P.; O'Brien, J.

2007-12-01

Traditional geology programs offer courses in mineralogy, optical mineralogy, igneous petrology, metamorphic petrology, sedimentology and economic geology. At many universities this suite of mineralogy/petrology courses has been supplanted by a one-semester or two-semester Earth Materials course. This interactive poster poses five questions to faculty and students related to the means by which Earth Materials can be delivered: 1) Available online syllabi demonstrate a wide variation in the topics addressed in Earth Materials courses; is there a standard core of key topics that must be covered and in what level of detail? 2) Can a one-semester or two- semester Earth Materials course adequately cover these topics? 3) Excellent textbooks exist in both mineralogy and in petrology; what textbooks, if any, adequately encompass Earth Materials? 4) How has the online environment changed the way in which we use textbooks in the classroom? 5) Given the evolution of geology programs, higher education and the global economy in the past twenty years, what additional changes can be anticipated with respect to delivery and demand of Earth Materials topics? Answers-- or at least related discussions-- to these questions are encouraged via verbal dialogue among participants and/or by comments written on the poster. Our goal is to solicit faculty, student and industry feedback to create a textbook, curricula and online materials that support an Earth Materials course.

Education for Educators in Medical Technology.

ERIC Educational Resources Information Center

Olson, Thomas Hans

A slide/tape self-instructional package was developed to be used to teach instructional skills in medical technology courses. Although medical technologists need to obtain these skills in order to function effectively in internship programs and employee training, they do not have the time for their inclusion in the standard curriculum. An…

Internationalizing an Interior Design Course: A Model for Global FCS Curricula

ERIC Educational Resources Information Center

Charlson, Julie; Vouchilas, Gus

2010-01-01

Accreditation for Family and Consumer Sciences and for Interior Design programs includes standards to globalize education of undergraduate students. An integrative approach to planning curriculum relates the concept of global interdependence to the development of critical thinking skills for student decision-making. This was addressed in modifying…

Transforming Learning through Technology: Educating More, Costing Less

ERIC Educational Resources Information Center

Twigg, Carol A.

2011-01-01

Face-to-face instruction has been held as the gold standard of a quality academic program. But using information technology to redesign traditional courses can actually improve the quality of teaching, cut costs, and improve access and success. A strong redesign often involves active learning opportunities; individualized, on-demand assistance; a…

One-Shot Deal? Students' Perceptions of Assessment and Course Placement in California's Community Colleges

ERIC Educational Resources Information Center

Venezia, Andrea; Bracco, Kathy Reeves; Nodine, Thad

2010-01-01

There is substantial work being done--in California and nationwide--to develop college readiness standards; expand concurrent enrollment programs; communicate clearly about the key cognitive strategies necessary for postsecondary success (e.g., analytical thinking); improve student supports; and implement other approaches to improve students'…

Evaluating, Comparing, and Best Practice in Electronic Portfolio System Use

ERIC Educational Resources Information Center

San Jose, David L.

2017-01-01

Electronic portfolios (e-portfolios) are commonly positioned to show evidence of student learning with formative and summative assessment benefits. At the University of Auckland teacher education program, two e-portfolio systems were adopted to document preservice teacher's course work and to attest to the Graduating Teacher Standards. This…

Precision Machining Technology. Curriculum Guide.

ERIC Educational Resources Information Center

Idaho State Dept. of Education, Boise. Div. of Vocational Education.

This curriculum guide was developed from a Technical Committee Report prepared with the assistance of industry personnel and containing a Task List which is the basis of the guide. It presents competency-based program standards for courses in precision machining technology and is part of the Idaho Vocational Curriculum Guide Project, a cooperative…

Ownership of Language in Yucatec Maya Revitalization Pedagogy

ERIC Educational Resources Information Center

Guerrettaz, Anne Marie

2015-01-01

This classroom-based study examined a Yucatec Maya language course for teachers and the pedagogical implementation of national language policy in Mexico. Analysis of this teacher education program focused on various dimensions of teachers' Maya-language expertise, the teaching of the emergent standard Maya, and hegemonic constructions of…

Evaluation of the Redesign of an Undergraduate Cell Biology Course

PubMed Central

McEwen, Laura April; Harris, dik; Schmid, Richard F.; Vogel, Jackie; Western, Tamara

2009-01-01

This article offers a case study of the evaluation of a redesigned and redeveloped laboratory-based cell biology course. The course was a compulsory element of the biology program, but the laboratory had become outdated and was inadequately equipped. With the support of a faculty-based teaching improvement project, the teaching team redesigned the course and re-equipped the laboratory, using a more learner-centered, constructivist approach. The focus of the article is on the project-supported evaluation of the redesign rather than the redesign per se. The evaluation involved aspects well beyond standard course assessments, including the gathering of self-reported data from the students concerning both the laboratory component and the technical skills associated with the course. The comparison of pre- and postdata gave valuable information to the teaching team on course design issues and skill acquisition. It is argued that the evaluation process was an effective use of the scarce resources of the teaching improvement project. PMID:19255138

Evaluation of a Standardized Program for Training Practicing Anesthesiologists in Ultrasound-Guided Regional Anesthesia Skills.

PubMed

Mariano, Edward R; Harrison, T Kyle; Kim, T Edward; Kan, Jack; Shum, Cynthia; Gaba, David M; Ganaway, Toni; Kou, Alex; Udani, Ankeet D; Howard, Steven K

2015-10-01

Practicing anesthesiologists have generally not received formal training in ultrasound-guided perineural catheter insertion. We designed this study to determine the efficacy of a standardized teaching program in this population. Anesthesiologists in practice for 10 years or more were recruited and enrolled to participate in a 1-day program: lectures and live-model ultrasound scanning (morning) and faculty-led iterative practice and mannequin-based simulation (afternoon). Participants were assessed and recorded while performing ultrasound-guided perineural catheter insertion at baseline, at midday (interval), and after the program (final). Videos were scored by 2 blinded reviewers using a composite tool and global rating scale. Participants were surveyed every 3 months for 1 year to report the number of procedures, efficacy of teaching methods, and implementation obstacles. Thirty-two participants were enrolled and completed the program; 31 of 32 (97%) completed the 1-year follow-up. Final scores [median (10th-90th percentiles)] were 21.5 (14.5-28.0) of 30 points compared to 14.0 (9.0-20.0) at interval (P < .001 versus final) and 12.0 (8.5-17.5) at baseline (P < .001 versus final), with no difference between interval and baseline. The global rating scale showed an identical pattern. Twelve of 26 participants without previous experience performed at least 1 perineural catheter insertion after training (P < .001). However, there were no differences in the monthly average number of procedures or complications after the course when compared to baseline. Practicing anesthesiologists without previous training in ultrasound-guided regional anesthesia can acquire perineural catheter insertion skills after a 1-day standardized course, but changing clinical practice remains a challenge. © 2015 by the American Institute of Ultrasound in Medicine.

Techniques of Water-Resources Investigations of the United States Geological Survey. Book 3, Applications of Hydraulics. Chapter B2, Introduction to Ground-Water Hydraulics: Programed Text for Self-Instruction.

ERIC Educational Resources Information Center

Bennett, Gordon D.

This programmed text of self-instruction is one of a series of manuals on techniques describing procedures for planning and executing specialized work in water-resources investigations. It has been prepared on the assumption that the reader has completed standard courses in calculus and college physics and is presented in eight parts. Part I…

Benefits and Limitations of Online Instruction in Natural Science Undergraduate Liberal Arts Courses

NASA Astrophysics Data System (ADS)

Liddicoat, Joseph; Roberts, Godfrey; Liddicoat, Kendra; Porzecanski, Ana Luz; Mendez, Martin; McMullen, David

2013-04-01

Online courses in the Natural Sciences are taught three ways at New York University to undergraduate students majoring in the liberal arts and professional programs - synchronous courses in which students communicate online with the instructor and classmates in real time, asynchronous courses when faculty present course material for students to access and learn at their leisure, and hybrid or blended courses when part is taught asynchronously and part is taught face-to-face in a classroom with all students present. We have done online courses each way - Global Ecology (synchronous); Stars, Planets, and Life (synchronous and asynchronous); Darwin to DNA: An Overview of Evolution (asynchronous); Biodiversity Conservation (asynchronous); and Biology of Hunger and Population (blended). We will present the advantages and challenges we experienced teaching courses online in this fashion. Besides the advantages listed in the description for this session, another can be programmed learning that allows a set of sequential steps or a more complex branching of steps that allows students to repeat lessons multiple times to master the material. And from an academic standpoint, course content and assessment can be standardized, making it possible for each student to learn the same material. Challenges include resistance to online learning by a host of stakeholders who might be educators, students, parents, and the community. Equally challenging might be the readiness of instructors and students to teach and learn online. Student integrity issues such as plagiarism and cheating are a concern in a course taught online (Thormann and Zimmerman, 2012), so we will discuss our strategies to mitigate them.

Impact of SCALE-UP on science teaching self-efficacy of students in general education science courses

NASA Astrophysics Data System (ADS)

Cassani, Mary Kay Kuhr

The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument - B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the courses. The large enrollment SCALE-UP model as implemented at the host university did not increase science teaching self-efficacy of non-science majors, as hypothesized. This was likely due to limited modification of standard cooperative activities according to the inquiry-guided SCALE-UP model. It was also found that larger SCALE-UP enrollments did not decrease science teaching self-efficacy when standard cooperative activities were used in the larger class.

Efficient Authoring of SCORM Courseware Adapted to User Learning Style: The Case of ProPer SAT

NASA Astrophysics Data System (ADS)

Kazanidis, Ioannis; Satratzemi, Maya

Online courses are the most popular way to deliver knowledge for distance learning. New researches attempt to personalize the educational process with the use of the Adaptive Educational Hypermedia Systems. Moreover, due to the significant amount of time, money and effort devoted to creating online courses, developers strive to incorporate standards, such as SCORM, for the reusability, interoperability and durability of the educational content. However, it is a difficult task for teachers without programming knowledge to design and author adaptive courses. This work presents ProPer SAT, an authoring tool implemented for quick and easy SCORM courseware construction which can also be adapted to specific user learning styles.

Using a Modular Open Systems Approach in Defense Acquisitions: Implications for the Contracting Process

DTIC Science & Technology

2006-01-30

He has taught contract management courses for the UCLA Government Contracts Certificate program and is also a senior faculty member for the Keller...standards for its key interfaces, and has been subjected to successful validation and verification tests to ensure the openness of its key interfaces...widely supported and consensus based standards for its key interfaces, and is subject to validation and verification tests to ensure the openness of its

[Optimization of education for laparoendoscopic technologies in Ukraine].

PubMed

Lesovoĭ, V N; Savenkov, V I; Tomin, M S

2014-09-01

International experience of training of surgeons, including urologists, in laparoendoscopic technologies, was analyzed. Practical course "The Fundamentals of aparoscopic Surgery" (FLS) and the European program of education for basic laparoscopic urologic skills (E-BLUS), which are used in specialized centers, constitute a standard programs of development of basic endosurgical skills. Such centers in Ukraine are absent. The project of complex system of a simulating education, testing and certification of surgeons, who are trained in endovideosurgical technologies, is proposed. While performing surveying of Ukrainian surgeons there were revealed the problems in a process of their education and introduction of highly technological methods: insufficient equipment with modern apparatuses, absence of a standardized pro- gram of education. The staged program of education was elaborated, taking into account progressive international experience and adopted to our environment and con ditions.

ESSEA K-4 Online Course: Polar Connections

NASA Astrophysics Data System (ADS)

Blaney, L.; Myers, R. J.; Schwerin, T.

2007-12-01

The Earth System Science Education Alliance (ESSEA) is a National Science Foundation-supported program implemented by the Institute for Global Environmental Strategies (IGES) to improve the quality of geoscience instruction for pre-service, middle, and high school teachers. ESSEA increases teachers' access to quality materials, standards-based instructional methods and content knowledge. Started in 2000 and based on a trio of online courses (for elementary, middle, and high school teachers), the courses have been used by 40 faculty at 20 institutions educating over 1,700 teachers in Earth system science. Program evaluation of original course participants indicated that the courses had significant impact on teachers Earth system content knowledge and beliefs about teaching and learning. Seventeen of the original participating institutions have continued to use the courses and many have developed new programs that incorporate the courses in Earth science education opportunities for teachers. Today the ESSEA program lists nearly 40 colleges and universities as participants. The original K-4 course and modules have been revised to include topics and resources focusing on the International Polar Year. The new K-4 Land, Living Things, Water and Air modules contain inquiry-based investigations exploring our polar regions. Each module lists a set of essential questions that guide teachers and their students as they build content knowledge. The course structure requires teachers to work individually and in teams to build content knowledge and pedagogical understanding of how their students learn. This group investigation approach and a "Teacher as Researcher" theme promote reflection and collaboration to develop criteria for effective concept building. By exploring the characteristics of polar landscapes, atmosphere, and polar life, teachers and their students will develop new understandings about the interactions and dependencies of the Earth spheres and our polar regions. Changes in climate, air, water, and land quality and animal and plant populations make the news everyday. The K-4 course will help teachers inform rather than frighten their students as they learn more about the characteristics and importance of our polar regions. One goal of IPY 2007-2008 is to increase the awareness, understanding and interest of school-age children in polar conditions and research. The inclusion of polar topics in the K-4 course contributes to the achievement of that goal.

A multicomponent yoga-based, breath intervention program as an adjunctive treatment in patients suffering from generalized anxiety disorder with or without comorbidities.

PubMed

Katzman, Martin A; Vermani, Monica; Gerbarg, Patricia L; Brown, Richard P; Iorio, Christina; Davis, Michele; Cameron, Catherine; Tsirgielis, Dina

2012-01-01

The aim of this study is to evaluate the efficacy and tolerability of Sudarshan Kriya Yoga (SKY) course in generalized anxiety disorder (GAD) outpatients, who after eight weeks of an appropriate dose of traditional therapy had not yet achieved remission. The adult participants (18-65 years) were outpatients with a primary diagnosis of GAD with or without comorbidities on the Mini-International Neuropsychiatric Interview (MINI). Participants had a minimum of eight weeks standard treatment with an appropriate dose of a standard prescription anxiolytic, a clinician global impression-severity (CGI-S) score of 5-7, a Hamilton anxiety scale (HAM-A) total score ≥20 including a score of >2 on the anxious mood and tension items. Forty-one patients were enrolled in an open-label trial of the SKY course as an adjunct to standard treatment of GAD at the START Clinic for Mood and Anxiety Disorders, a tertiary care mood and anxiety disorder clinic in Toronto. The SKY course was administered over five days (22 h total). Subjects were encouraged to practice the yoga breathing techniques at home for 20 min per day after the course and were offered group practice sessions for 2 h once a week led by certified yoga instructors. The primary outcome measure was the mean change from pre-treatment on the HAM-A scale. Psychological measures were obtained at baseline and four weeks after completing the intervention. Thirty-one patients completed the program (mean age 42.6 ± 13.3 years). Among completers, significant reductions occurred in the pre- and post-intervention mean HAM-A total score (t=4.59; P<0.01) and psychic subscale (t=5.00; P≤0.01). The response rate was 73% and the remission rate 41% as measured on the HAM-A. The results of this small pilot trial suggest that the SKY course represents a potentially valuable adjunct to standard pharmacotherapy in patients with GAD or treatment-resistant GAD, and warrants further investigation. In particular, changes in worry and body symptoms showed significant improvements that may further our understanding of the mechanism of change in the tolerance of anxiety and worry.

Curriculum and course materials for a forensic DNA biology course.

PubMed

Elkins, Kelly M

2014-01-01

The Forensic Science Education Programs Accreditation Commission (FEPAC) requires accredited programs offer a "coherent curriculum" to ensure each student gains a "thorough grounding of the natural…sciences." Part of this curriculum includes completion of a minimum of 15 semester-hours forensic science coursework, nine of which can involve a class in forensic DNA biology. Departments that have obtained or are pursuing FEPAC accreditation can meet this requirement by offering a stand-alone forensic DNA biology course; however, materials necessary to instruct students are often homegrown and not standardized; in addition, until recently, the community lacked commercially available books, lab manuals, and teaching materials, and many of the best pedagogical resources were scattered across various peer-reviewed journals. The curriculum discussed below is an attempt to synthesize this disparate information, and although certainly not the only acceptable methodology, the below discussion represents "a way" for synthesizing and aggregating this information into a cohesive, comprehensive whole. Copyright © 2013 by The International Union of Biochemistry and Molecular Biology.

Thai Basic Course. Volume 1 and Volume 2.

ERIC Educational Resources Information Center

Yates, Warren G.; Tryon, Absorn

The 40 lessons in these two volumes and the accompanying tape recordings are designed to teach standard spoken Thai to Foreign Service Officers and other American Government personnel. After completing the "Programed Introduction to Thai Phonology," the student should be able to read the phonemic transcription in which all Thai material is…

College-Mentored Polymer/Materials Science Modules for Middle and High School Students

ERIC Educational Resources Information Center

Lorenzini, Robert G.; Lewis, Maurica S.; Montclare, Jin Kim

2011-01-01

Polymers are materials with vast environmental and economic ramifications, yet are generally not discussed in secondary education science curricula. We describe a program in which college mentors develop and implement hands-on, polymer-related experiments to supplement a standard, state regents-prescribed high school chemistry course, as well as a…

46 CFR 10.412 - Distance and e-learning.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 46 Shipping 1 2014-10-01 2014-10-01 false Distance and e-learning. 10.412 Section 10.412 Shipping... CREDENTIAL Training Courses and Programs § 10.412 Distance and e-learning. The Coast Guard may allow the training of mariners by means of distance learning and e-learning in accordance with the standards of...

A Venezuelan Experience: Professional Development for Teachers, Meaningful Activities for Students.

ERIC Educational Resources Information Center

LeLoup, Jean W.; Schmidt-Rinehart, Barbara C.

2003-01-01

Presents a model of professional development that is suited to the inservice Spanish teacher with limited time and financial resources. Details a summer program for Spanish teachers in Venezuela that combines an immersion experience with an advanced methodology course emphasizing a standards-based approach to curriculum development. (Author/VWL)

The Sloan-C Pillars: Towards a Balanced Approach to Measuring Organizational Learning

ERIC Educational Resources Information Center

Yeo, Kee Meng; Mayadas, A. Frank

2010-01-01

The Sloan Pillars have set the standard for university-wide online learning program assessment for more than a dozen years. In this paper, the authors propose the extension of the Pillars to corporate e-learning, offering an alternative to traditional enterprise learning assessments. Claiming that conventional methods stress individual courses or…

A Meta-Analysis of Approaches to Engage Social Work Students Online

ERIC Educational Resources Information Center

Farrel, Dorothy; Ray, Kateri; Rich, Telvis; Suarez, Zulema; Christenson, Brian; Jennigs, Lisa

2018-01-01

With an increase in social work courses being offered in online and hybrid formats, it is imperative that social work programs understand the new teaching tenets and engagement mediums employed to meet the new Council on Social Work Education's Educational Policy and Accreditation Standards. This meta-analysis explores best-practices pedagogy for…

Using an Electronic Bulletin Board in Science Teacher Education: Issues and Trade-Offs

ERIC Educational Resources Information Center

Burkett, Ruth S.; Leard, Cynthia; Spector, Barbara S.

2004-01-01

University professors increasingly are expected to infuse computer technology in teaching. Many universities are aggressively promoting the delivery of entire courses and programs using computers and the Internet as vehicles for instruction. There is also a movement to align university teaching with the national standards for K-12 teaching.…

A Graduate-Level Survey of Futures Studies: A Curriculum Development Project. Final Report.

ERIC Educational Resources Information Center

Miller, David C.; Hunt, Ronald L.

An introductory graduate level course curriculum for Futures Studies was conceived, designed, and tested within the Cybernetic Systems Program and the Instructional Technology Department, School of Education, California State University, San Jose. The curriculum consists of a series of 15 learning modules including 2 devoted to a standard study…

Teaching Note-Teaching Student Interviewing Competencies through Second Life

ERIC Educational Resources Information Center

Tandy, Cynthia; Vernon, Robert; Lynch, Darlene

2017-01-01

A prototype standardized client was created and programmed to respond to students in the 3D virtual world of Second Life. This automaton, called a "chatbot," was repeatedly interviewed by beginning MSW students in a practice course as a learning exercise. Initial results were positive and suggest the use of simulated clients in virtual…

Teachers, Research, and Reform: Improving Teaching and Learning in High School Science Courses.

ERIC Educational Resources Information Center

Kaiser, Bonnie

One of the challenges issued by the National Science Education Standards is for students to learn the content and process of modern scientific inquiry by engaging in research and entering science competitions. The Rockefeller University Precollege Science Education Outreach Programs (Science Outreach) provide access for about 70 students from…

Recreation Vehicle Service Technician: Apprenticeship Course Outline. Apprenticeship and Industry Training. 4507.1

ERIC Educational Resources Information Center

Alberta Advanced Education and Technology, 2007

2007-01-01

The graduate of the Recreational Vehicle Service Technician apprenticeship program is a certified journeyperson who will be able to: (1) know the standards and regulations that relate to recreation vehicles; (2) install, repair and maintain LP gas distribution systems and appliances; (3) install, repair and maintain plumbing and electrical…

Best of Both Worlds: How Massachusetts Vocational Schools Are Preparing Students for College and Careers

ERIC Educational Resources Information Center

Bayerl, Katie

2015-01-01

"Best of Both Worlds: How Massachusetts Vocational Schools are Preparing Students for College and Careers," highlights the state's policies that promote strong programming. Massachusetts encourages the completion of MassCore, the state's college- and career-ready course of study, incentivizes rigorous academic standards through school…

Laboratory medicine education in Lithuania.

PubMed

Kucinskiene, Zita Ausrele; Bartlingas, Jonas

2011-01-01

In Lithuania there are two types of specialists working in medical laboratories and having a university degree: laboratory medicine physicians and medical biologists. Both types of specialists are officially being recognized and regulated by the Ministry of Health of Lithuania. Laboratory medicine physicians become specialists in laboratory medicine after an accredited 4-year multidisciplinary residency study program in Laboratory Medicine. The residency program curriculum for laboratory medicine physicians is presented. On December 9, 2009 the Equivalence of Standards for medical specialists was accepted and Lithuanian medical specialists in Clinical Chemistry and Laboratory Medicine can now apply for EC4 registration. Medical biologists become specialists in laboratory medicine after an accredited 2-year master degree multidisciplinary study program in Medical Biology, consisting of 80 credits. Various postgraduate advanced training courses for the continuous education of specialists in laboratory medicine were first introduced in 1966. Today it covers 1-2-week courses in different subspecialties of laboratory medicine. They are obligatory for laboratory medicine physicians for the renewal of their license. It is not compulsory for medical biologists to participate in these courses. The Centre of Laboratory Diagnostics represents a place for the synthesis and application of the basic sciences, the performance of research in various fields of laboratory medicine, as well as performance of thousands of procedures daily and provision of specific teaching programs.

Measurement of functional capacity requirements of police officers to aid in development of an occupation-specific cardiac rehabilitation training program.

PubMed

Adams, Jenny; Schneider, Jonna; Hubbard, Matthew; McCullough-Shock, Tiffany; Cheng, Dunlei; Simms, Kay; Hartman, Julie; Hinton, Paul; Strauss, Danielle

2010-01-01

This study was designed to measure the functional capacity of healthy subjects during strenuous simulated police tasks, with the goal of developing occupation-specific training for cardiac rehabilitation of police officers. A calibrated metabolic instrument and an oxygen consumption data collection mask were used to measure the oxygen consumption and heart rates of 30 Dallas Police Academy officers and cadets as they completed an 8-event obstacle course that simulated chasing, subduing, and handcuffing a suspect. Standard target heart rates (85% of age-predicted maximum heart rate, or 0.85 x [220 - age]) and metabolic equivalents (METs) were calculated; a matched-sample t test based on differences between target and achieved heart rate and MET level was used for statistical analysis. Peak heart rates during the obstacle course simulation were significantly higher than the standard target heart rates (those at which treadmill stress tests in physicians' offices are typically stopped) (t(29) = 12.81, P < 0.001) and significantly higher than the suggested maximum of 150 beats/min during cardiac rehabilitation training (t(29) = 17.84, P < 0.001). Peak MET levels during the obstacle course simulation were also significantly higher than the goal level (8 METs) that patients typically achieve in a cardiac rehabilitation program (t(29) = 14.73, P < 0.001). We conclude that police work requires a functional capacity greater than that typically attained in traditional cardiac rehabilitation programs. Rehabilitation professionals should consider performing maximal stress tests and increasing the intensity of cardiac rehabilitation workouts to effectively train police officers who have had a cardiac event.

System to outline the graduate students.

PubMed

Schanaider, Alberto

2015-01-01

to evaluate the system to outline the graduate students from the Post-Graduate Programs of CAPES Medicine III area. it was analyzed the book of indicators and the Document of Area of the Post-Graduate Programs of Surgery, also checking the literature about this issue. there was a paucity of data from most of the programs, as regards to the methods for evaluation of graduate students. The current system lacks a standard and an institutional support to outline the graduate students. In the public system there is a concentration of postgraduate students in Medicine; however, they represent a small part of those Brazilians students who finished their graduation courses in Medicine. In the current context, the quest for the post graduate courses and consequently for a research field or even a teaching career, has been replaced by the private sector jobs and the labor market, both in non-academic assistance activities. it is imperative to establish not only science and technology innovation policies but also educational and health policies acting harmoniously and stimulating the qualification and the teaching career, improving the post-graduate courses. It is necessary to develop a single form under the institutional guidance of CAPES with the conception of a National Program for Graduate Student in order to consolidate guidelines to mapping the graduate students of post-graduate programs in surgery, in our country.

A clinical procedures curriculum for undergraduate medical students: the eight-year history of a third-year immersive experience.

PubMed

Thompson, Laura; Exline, Matthew; Leung, Cynthia G; Way, David P; Clinchot, Daniel; Bahner, David P; Khandelwal, Sorabh

2016-01-01

Background Procedural skills training is a critical component of medical education, but is often lacking in standard clinical curricula. We describe a unique immersive procedural skills curriculum for medical students, designed and taught primarily by emergency medicine faculty at The Ohio State University College of Medicine. Objectives The primary educational objective of this program was to formally introduce medical students to clinical procedures thought to be important for success in residency. The immersion strategy (teaching numerous procedures over a 7-day period) was intended to complement the student's education on third-year core clinical clerkships. Program design The course introduced 27 skills over 7 days. Teaching and learning methods included lecture, prereading, videos, task trainers, peer teaching, and procedures practice on cadavers. In year 4 of the program, a peer-team teaching model was adopted. We analyzed program evaluation data over time. Impact Students valued the selection of procedures covered by the course and felt that it helped prepare them for residency (97%). The highest rated activities were the cadaver lab and the advanced cardiac life support (97 and 93% positive endorsement, respectively). Lectures were less well received (73% positive endorsement), but improved over time. The transition to peer-team teaching resulted in improved student ratings of course activities (p<0.001). Conclusion A dedicated procedural skills curriculum successfully supplemented the training medical students received in the clinical setting. Students appreciated hands-on activities and practice. The peer-teaching model improved course evaluations by students, which implies that this was an effective teaching method for adult learners. This course was recently expanded and restructured to place the learning closer to the clinical settings in which skills are applied.

Designing Anatomy Program in Modern Medical Curriculum: Matter of Balance

PubMed Central

Grković, Ivica; Marinović Guić, Maja; Košta, Vana; Poljičanin, Ana; Čarić, Ana; Vilović, Katarina

2009-01-01

Aim To evaluate the structure of the anatomy program in the first year medical curriculum of University of Split School of Medicine by comparing it with the recommendations by the Educational Affairs Committee of the American Association of Clinical Anatomists (AACA) and the Terminologia Anatomica (TA); we also quantitatively evaluated the organization of teaching material in contemporary topographical anatomy textbooks and matched them with the AACA recommendations, TA, and the curriculum of the anatomy course taught at Medical School in Split, Croatia. Methods TA, official recommendations of the AACA, 6 contemporary anatomy textbooks, and the structure of the anatomy course were analyzed for the proportion of the terms or text devoted to standard topographical regions of the body. The findings were correlated using Spearman ρ test. Results The curriculum outline correlated both with the AACA recommendations (Spearman ρ = 0.83, P = 0.015) and TA (Spearman ρ = 0.73, P = 0.046). Textbooks contained 8 distinct sections, 7 allocated to topographic anatomy regions and 1 to general anatomy concepts and principles. The structure of all textbooks correlated significantly with the course curriculum. However, 4 out of 6 textbooks did not correlate with TA and only a single textbook showed significant correlation with the AACA recommendations. Conclusion Anatomy textbooks vary in the amount of text dedicated to different parts of topographical anatomy and are not quite concordant with curriculum recommendations and standard anatomical terminology. Planning the structure of an anatomy course should not be based on a single book or recommendation but on evidence. PMID:19260144

A survey of student opinions on ethical design standards in Taiwan.

PubMed

Lee, Yingying; You, Manlai; Yang, Ming-Ying

2015-04-01

Design ethics has been offered as a course in undergraduate design programs in Taiwan for over a decade, but research on teaching design ethics and the results of teaching these courses is scant. We conducted two tests to examine (1) the effect of an ethics course, and (2) the differences among the effects of design department, gender, and study year on student opinions regarding ethical design standards (EDSs) at the National Yunlin University of Science and Technology (YunTech) in Taiwan. The participants comprised 934 undergraduates (660 women and 274 men) from the five design departments at YunTech's College of Design from Years 1-4. The results confirmed the effect of an ethics course on student EDS opinions. In addition, we observed significant variations among students according to design departments, suggesting that the characteristics of the design departments also affected students' EDS opinions. The results indicated that gender did not significantly affect design students' EDS opinions; however, students in their early years of study produced higher scores than those in their advanced years of study did, based on the six EDS opinions. The implications of these results for teaching design ethics and future research are discussed in this paper.

Education in Disaster Management and Emergencies: Defining a New European Course.

PubMed

Khorram-Manesh, Amir; Ashkenazi, Michael; Djalali, Ahmadreza; Ingrassia, Pier Luigi; Friedl, Tom; von Armin, Gotz; Lupesco, Olivera; Kaptan, Kubilay; Arculeo, Chris; Hreckovski, Boris; Komadina, Radko; Fisher, Philipp; Voigt, Stefan; James, James; Gursky, Elin

2015-06-01

Unremitting natural disasters, deliberate threats, pandemics, and humanitarian suffering resulting from conflict situations necessitate swift and effective response paradigms. The European Union's (EU) increasing visibility as a disaster response enterprise suggests the need not only for financial contribution but also for instituting a coherent disaster response approach and management structure. The DITAC (Disaster Training Curriculum) project identified deficiencies in current responder training approaches and analyzed the characteristics and content required for a new, standardized European course in disaster management and emergencies. Over 35 experts from within and outside the EU representing various organizations and specialties involved in disaster management composed the DITAC Consortium. These experts were also organized into 5 specifically tasked working groups. Extensive literature reviews were conducted to identify requirements and deficiencies and to craft a new training concept based on research trends and lessons learned. A pilot course and program dissemination plan was also developed. The lack of standardization was repeatedly highlighted as a serious deficiency in current disaster training methods, along with gaps in the command, control, and communication levels. A blended and competency-based teaching approach using exercises combined with lectures was recommended to improve intercultural and interdisciplinary integration. The goal of a European disaster management course should be to standardize and enhance intercultural and inter-agency performance across the disaster management cycle. A set of minimal standards and evaluation metrics can be achieved through consensus, education, and training in different units. The core of the training initiative will be a unit that presents a realistic situation "scenario-based training."

Improving competencies in evidence-based dementia care: Results from a pilot study on a novel inter-professional training course (the KOMPIDEM project).

PubMed

Balzer, Katrin; Schröder, Rhian; Junghans, Anne; Stahl, Ute; Träder, Jens-Martin; Köpke, Sascha

2016-01-01

In order to address well-known challenges in dementia care, an inter-professional course was developed to improve medical students' and nursing students' competencies in the provision of evidence-based care for people with dementia. The course comprises lectures, problem-based learning (PbL) tutorials and visitations to care facilities. A pilot study was conducted to evaluate the acceptance and feasibility of the inter-professional course. Alongside preliminary implementation of the newly developed course, a pre-post survey was carried out involving all participating students. The questionnaire contained standardized and open-ended questions on participants' views regarding the quality and relevance of several course components and characteristics. The data were analyzed by means of descriptive statistics. When the course was offered the first time, multiple barriers became evident, leading to premature course termination and subsequent revision of the curriculum. When the revised course was offered, 10 medical students and 8 nursing students participated. The course proved feasible, and the median overall quality was rated as "2" (IQR 2-3) at a rating scale ranging from 1 (very good) to 6 (inadequate). Following aspects were most frequently judged positively: the course's inter-professional scope, the visitations to care facilities and the PbL tutorials. Potential for improvement was particularly noted with regard to a more distinct focus on well-defined, mainly practical learning outcomes. There were no indications of systematic between-group differences in the medical and nursing students' perceptions of the course program. The results confirmed the feasibility of the inter-professional course on dementia care and the relevance of its inter-professional scope. However, to ensure sustainable course implementation in the long term, further program adaptations based on current findings and further evaluation studies focusing on objective parameters of the process and outcome quality are required.

ASCO's International programs and how you can become involved.

PubMed

El Saghir, Nagi S; Assi, Hussein A; Pyle, Doug

2013-01-01

The American Society of Clinical Oncology (ASCO) is dedicated to serving its members and to reducing disparities in the treatment of patients with cancer and their outcome. ASCO has a portfolio of international programs called ASCO International that aims to improve clinical practice by sharing oncology knowledge through a network of ASCO members and partners. In order to achieve its goals, ASCO has an International Affairs Committee that oversees many programs that involve a global exchange of knowledge through courses and workshops, mentoring, initiatives promoting research, and specialty training standards. All of these programs depend on ASCO member volunteers in one capacity or another.

Undergraduate Research in Earth Science Classes: Engaging Students in the First Two Years

NASA Astrophysics Data System (ADS)

Mogk, D. W.; Wysession, M. E.; Beauregard, A.; Reinen, L. A.; Surpless, K.; O'Connell, K.; McDaris, J. R.

2014-12-01

The recent PCAST report (2012), Engage to Excel, calls for a major shift in instructional modes in introductory (geo)science courses by "replacing standard laboratory courses with discovery-based research courses". An increased emphasis is recommended to engage students in experiments with the possibility of true discovery and expanded use of scientific research courses in the first two years. To address this challenge, the On the Cutting Edge program convened a workshop of geoscience faculty to explore the many ways that true research experiences can be built into introductory geoscience courses. The workshop goals included: consideration of the opportunities, strategies and methods used to provide research experiences for students in lower division geoscience courses; examination of ways to develop students' "geoscience habits of mind" through participation in authentic research activities; exploration of ways that student research projects can be designed to contribute to public science literacy with applications to a range of issues facing humanity; and development of strategies to obtain funding for these research projects, to make these programs sustainable in departments and institutions, and to scale-up these programs so that all students may participate. Access to Earth data, information technology, lab and field-based instrumentation, and field experiences provide unprecedented opportunities for students to engage in authentic research at early stages in their careers. Early exposure to research experiences has proven to be effective in the recruitment of students to the geoscience disciplines, improved retention and persistence in degree programs, motivation for students to learn and increase self-efficacy, improved attitudes and values about science, and overall increased student success. Workshop outcomes include an online collection of tested research projects currently being used in geoscience classes, resources related to effective design, implementation and assessment of student research projects, and all workshop activities are posted on the website: http://serc.carleton.edu/74960

Informing Future Learning Designs in Preservice Teacher Education through Quantitative Research: A Primary Science Example

ERIC Educational Resources Information Center

Hudson, Peter

2005-01-01

Reform documents have provided a framework for advancing science education (e.g., The Australian National Science Standard Committee, 2002), but omit the need to assess preservice teachers prior knowledge for designing effective learning programs. A pretest-posttest 34-item survey linked to the course outcomes (associated with four constructs)…

An Instructional System in Physical Science, Teacher's Guide and Keys.

ERIC Educational Resources Information Center

Washington State Univ., Pullman.

This manual is a teacher's guide to a self-instructional program in basic physical science, designed for high school students who have not had a course in chemistry or physics. There are six units in the manual relating to these areas: problem solving and experimental procedures; universal standards, metric system and conversion; mechanics; the…

Powerline Technician: Apprenticeship Course Outline. Apprenticeship and Industry Training. 2104.4

ERIC Educational Resources Information Center

Alberta Advanced Education and Technology, 2004

2004-01-01

The graduate of the Powerline Technician apprenticeship program is a certified journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) supervise, train and coach apprentices; (3) use and maintain hand and power tools to the standards of competency and safety required in the trade; (4) construct,…

Cook: Apprenticeship Course Outline. Apprenticeship and Industry Training. 1806.2

ERIC Educational Resources Information Center

Alberta Advanced Education and Technology, 2006

2006-01-01

The graduate of the Cook apprenticeship program is a certified journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) be able to supervise, train and coach apprentices; (3) know the required sanitation standards and regulations in order to produce wholesome food; (4) have a thorough knowledge of…

A Study about the Academic Integrity of Second-Year Aviation Students in U.S. Higher Education

ERIC Educational Resources Information Center

Asim, Muhammad; Chambers, Cheryl; González, Ramón-Osvaldo; Morote, Elsa-Sofia; Walter, Richard J.

2015-01-01

This study measures the influence of an ethics course on the academic integrity of second-year college students enrolled in an aviation program in the United States and their beliefs about following Federal Aviation Regulations standards. Academic integrity is defined by three variables: beliefs about not cheating, beliefs about exhibiting moral…

Core Principles and Test Item Development for Advanced High School and Introductory University Level Food Science

ERIC Educational Resources Information Center

Laing-Kean, Claudine A. M.

2010-01-01

Programs supported by the Carl D. Perkins Act of 2006 are required to operate under the state or national content standards, and are expected to carry out evaluation procedures that address accountability. The Indiana high school course, "Advanced Life Science: Foods" ("ALS: Foods") operates under the auspices of the Perkins…

Violence on the Russian & American Media Screen and Youth Audience

ERIC Educational Resources Information Center

Fedorov, Alexander

2003-01-01

The comparison of the Russian and American experience regarding media violence, standards for rating Russian media programs, and a course of study on media violence for students will have a significant impact upon Russian society, will raise Russian societal and governmental attention to the infringement of the Rights of the Child on the Russian…

Employment training for disadvantaged or dependent populations.

PubMed

Stern, H

1982-01-01

The vocational rehabilitation process is viewed as having two dominant work-related components: the actual work-training experience and employability skills. The paper argues that both components are critical and must be integrated. The major role of the vocational rehabilitation agency is viewed as that of provider of employability (or job-seeking) skills programs. These programs consist of: (1) employability skills courses, (2) work performance demand standard setting, and (3) on-the-job rotational task schemes. Actual work skills can only be provided in the "real world" of work. Centralized work-training programs are viewed as creating inappropriate socialization and only moderately transferable skills.

Teaching an Introductory Programming Language in a General Education Course

ERIC Educational Resources Information Center

Ali, Azad; Smith, David

2014-01-01

A department of computer science (CS) has faced a peculiar situation regarding their selection of introductory programming course. This course is a required course for the students enrolled in the CS program and is a prerequisite to their other advanced programming courses. At the same time, the course can be considered a general education course…

Changing the Learning Environment in the College of Engineering and Applied Science: The impact of Educational Training on Future Faculty and Student- Centered Pedagogy on Undergraduate Students

NASA Astrophysics Data System (ADS)

Gaskins, Whitney

Over the past 20 years there have been many changes to the primary and secondary educational system that have impacted students, teachers, and post-secondary institutions across the United States of America. One of the most important is the large number of standardized tests students are required to take to show adequate performance in school. Students think differently because they are taught differently due to this focus on standardized testing, thus changing the skill sets students acquire in secondary school. This presents a critical problem for colleges and universities, as they now are using practices for and have expectations of these students that are unrealistic for the changing times. High dropout rates in the College of Engineering have been attributed to the cultural atmosphere of the institution. Students have reported a low sense of belonging and low relatability to course material. This study developed a "preparing the future" faculty program that gave graduate students at the University of Cincinnati a unique training experience that helped them understand the students they will educate. They received educational training, developed from a future educator's curriculum that covered classroom management, standards, and pedagogy. Graduate students who participated in the training program reported increases in self-efficacy and student understanding. To reduce negative experiences and increase motivation, Challenge Based Learning (CBL) was introduced in an undergraduate Basic Electric Circuits (BEC) course. CBL is a structured model for course content with a foundation in problem-based learning. CBL offers general concepts from which students derive the challenges they will address. Results show an improved classroom experience for students who were taught with CBL.

Staging a Reflective Capstone Course to Transition PharmD Graduates to Professional Life

PubMed Central

Hobson, Eric H.; Spinelli, Alisa J.

2015-01-01

Objective. To develop and implement a capstone course that would allow students to reflect on their development as a professional, assess and share their achievement of the college’s outcomes, complete a professional portfolio, establish a continuing professional development plan, and prepare to enter the pharmacy profession. Design. Students were required to complete a hybrid course built around 4 online and inclass projects during the final semester of the curriculum. Assessment. Faculty used direct measures of learning, such as reading student portfolios and program outcome reflections, evaluating professional development plans, and directly observing each student in a video presentation. All projects were evaluated using standardized rubrics. Since 2012, all graduating students met the course’s minimum performance requirements. Conclusion. The course provided an opportunity for student-based summative evaluation, direct observation of student skills, and documentation of outcome completion as a means of evaluating readiness to enter the profession. PMID:25741030

Experiences of first-year nursing students during an education redesign: findings from the Oregon Consortium for Nursing Education.

PubMed

Ostrogorsky, Tanya L; Raber, Anjanette M

2014-01-01

The aim of this article is to summarize first-year students' (n = 908) experience during a nursing education redesign. Oregon Consortium for Nursing Education (OCNE) began its redesign of nursing education in 2000, long before the current national calls for nursing education reform. As OCNE moved from planning to implementation, a comprehensive evaluation of the students, the program, and curriculum ensued. Data were collected from first-year nursing students each spring from 2007-2010 using a standardized survey instrument that included demographic, attitudinal, and opinion-based survey items. Results indicated fellow students, course lectures and interaction, and faculty and courses were rated areas of satisfaction. Areas needing improvement included advising and facilities, administration, quality of instruction and curriculum, and overall program effectiveness. Mean scaled and open-ended responses from each area are reported.

Learning clinical communication skills: outcomes of a program for professional practitioners.

PubMed

Carvalho, Irene P; Pais, Vanessa G; Almeida, Susana S; Ribeiro-Silva, Raquel; Figueiredo-Braga, Margarida; Teles, Ana; Castro-Vale, Ivone; Mota-Cardoso, Rui

2011-07-01

To assess the effects of a communication skills program on professional practitioners' performance and self-confidence in clinical interviewing. Twenty-five health professionals took 3 months of basic communication skills followed by 3 months of advanced communication skills. An additional quarter dealt with self-awareness and communication in special situations. Participants' performances were evaluated in clinical interviews with standardized patients before, during and after the program by external observers and standardized patients, using standardized instruments. Participants assessed their own confidence in their communication skills before and after the program. Data were analysed using GLM repeated-measures procedures in SPSS. Basic communication skills and self-confidence improved throughout the 6 months; competencies declined but self-confidence continued to increase 4 months later. Compared with taking no course, differences were statistically significant after the 6 months (external observers only) and 4 months later (external observers and participants). The program effectively improved communication skills, although significantly only when assessed by external observers. Four months later, effects were significant in communication skills (external observers), despite the decline and in self-confidence. While periodical enrollment in programs for the practice of communication skills may help maintain performance, more knowledge on communication and self-awareness may enhance self-confidence. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

38 CFR 21.4256 - Correspondence programs and courses.

Code of Federal Regulations, 2013 CFR

2013-07-01

... and courses. 21.4256 Section 21.4256 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS... Programs Courses § 21.4256 Correspondence programs and courses. (a) Approval of correspondence programs and courses. (1) An educational institution desiring to enroll veterans under 38 U.S.C. chapter 30 or 32...

38 CFR 21.4256 - Correspondence programs and courses.

Code of Federal Regulations, 2012 CFR

2012-07-01

... and courses. 21.4256 Section 21.4256 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS... Programs Courses § 21.4256 Correspondence programs and courses. (a) Approval of correspondence programs and courses. (1) An educational institution desiring to enroll veterans under 38 U.S.C. chapter 30 or 32...

38 CFR 21.4256 - Correspondence programs and courses.

Code of Federal Regulations, 2014 CFR

2014-07-01

... and courses. 21.4256 Section 21.4256 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS... Programs Courses § 21.4256 Correspondence programs and courses. (a) Approval of correspondence programs and courses. (1) An educational institution desiring to enroll veterans under 38 U.S.C. chapter 30 or 32...

Improving the K-12 Online Course Design Review Process: Experts Weigh in on iNACOL National Standards for Quality Online Courses

ERIC Educational Resources Information Center

Adelstein, David; Barbour, Michael K.

2017-01-01

Within the K-12 online learning environment there are a variety of standards that designers can utilize when creating online courses. To date, the only research-based standards available are proprietary in manner. As such, many jurisdictions have begun adopting online course design standards from the leading advocacy organization, which that have…

Training Internal Medicine Residents in Social Medicine and Research-Based Health Advocacy: A Novel, In-Depth Curriculum.

PubMed

Basu, Gaurab; Pels, Richard J; Stark, Rachel L; Jain, Priyank; Bor, David H; McCormick, Danny

2017-04-01

Health disparities are pervasive worldwide. Physicians have a unique vantage point from which they can observe the ways social, economic, and political factors impact health outcomes and can be effective advocates for enhanced health outcomes and health equity. However, social medicine and health advocacy curricula are uncommon in postgraduate medical education. In academic year (AY) 2012, the Cambridge Health Alliance internal medicine residency program transformed an elective into a required social medicine and research-based health advocacy curriculum. The course has three major innovations: it has a yearlong longitudinal curriculum, it is required for all residents, and all residents complete a group research-based health advocacy project within the curricular year. The authors describe the structure, content, and goals of this curriculum. Over the last four years (AYs 2012-2015), residents (17/32; 53%) have rated the overall quality of the course highly (mean = 5.2, where 6 = outstanding; standard deviation = 0.64). In each year since the new course has been implemented, all scholarly work from the course has been presented at conferences by 31 resident presenters and/or coauthors. The course seems to enhance the residency program's capacity to recruit high-caliber residents and faculty members. The authors are collecting qualitative and quantitative data on the impact of the course. They will use their findings to advocate for a national health advocacy competency framework. Recommendations about how to initiate or further develop social medicine and health advocacy curricula are offered.

Adding Value: A GIS Minor to Complement the Geology Major

NASA Astrophysics Data System (ADS)

Rhodes, D. D.

2008-12-01

Geographic Information Systems (GIS) has proven to be a valuable addition to the geology curriculum at Georgia Southern University. The Department of Geology and Geography offers course work in GIS required for the geography major and has used these courses to create a minor in GIS. Approximately half the students graduating with degrees in geology during the last 5 years have taken the GIS minor. A working knowledge of GIS has helped students secure summer employment and internships. For some of them it was the key to immediate employment upon graduation and for others it was a valuable additional skill to present as part of graduate school applications. Although once daunting in the financial and intellectual capital required to create a program, GIS software has become much more user friendly and standard PCs are now the platform on which most GIS work is conducted. Georgia Southern's GIS minor is based on five courses taught by four members of the faculty (3 geographers and 1 geologist). The foundation of the minor is two courses integrating the fundamentals of GIS and cartography. The other three courses cover data bases and web-based applications of GIS, remote sensing, and a semester long project in applied GIS. Although missing topics that are part of the curriculum for certificates or degrees in GIS, this five-course sequence provides a sound basis for introductory level positions in government and industry and graduate programs in geology.

Strengthening Healthcare Capacity Through a Responsive, Country-Specific, Training Standard: The KITSO AIDS Training Program’s Sup-port of Botswana’s National Antiretroviral Therapy Rollout

PubMed Central

Bussmann, Christine; Rotz, Philip; Ndwapi, Ndwapi; Baxter, Daniel; Bussmann, Hermann; Wester, C. William; Ncube, Patricia; Avalos, Ava; Mine, Madisa; Mabe, Elang; Burns, Patricia; Cardiello, Peter; Makhema, Joseph; Marlink, Richard

2008-01-01

In parallel with the rollout of Botswana’s national antiretroviral therapy (ART) program, the Botswana Ministry of Health established the KITSO AIDS Training Program by entering into long-term partnerships with the Botswana–Harvard AIDS Institute Partnership for HIV Research and Education and others to provide standardized, country-specific training in HIV/AIDS care. The KITSO training model has strengthened human capacity within Botswana’s health sector and been indispensable to successful ART rollout. Through core and advanced training courses and clinical mentoring, different cadres of health care workers have been trained to provide high-quality HIV/AIDS care at all ART sites in the country. Continuous and standardized clinical education will be crucial to sustain the present level of care and successfully address future treatment challenges. PMID:18923699

A statewide nurse training program for a hospital based infant abusive head trauma prevention program.

PubMed

Nocera, Maryalice; Shanahan, Meghan; Murphy, Robert A; Sullivan, Kelly M; Barr, Marilyn; Price, Julie; Zolotor, Adam

2016-01-01

Successful implementation of universal patient education programs requires training large numbers of nursing staff in new content and procedures and maintaining fidelity to program standards. In preparation for statewide adoption of a hospital based universal education program, nursing staff at 85 hospitals and 1 birthing center in North Carolina received standardized training. This article describes the training program and reports findings from the process, outcome and impact evaluations of this training. Evaluation strategies were designed to query nurse satisfaction with training and course content; determine if training conveyed new information, and assess if nurses applied lessons from the training sessions to deliver the program as designed. Trainings were conducted during April 2008-February 2010. Evaluations were received from 4358 attendees. Information was obtained about training type, participants' perceptions of newness and usefulness of information and how the program compared to other education materials. Program fidelity data were collected using telephone surveys about compliance to delivery of teaching points and teaching behaviors. Results demonstrate high levels of satisfaction and perceptions of program utility as well as adherence to program model. These findings support the feasibility of implementing a universal patient education programs with strong uptake utilizing large scale systematic training programs. Copyright © 2015 Elsevier Ltd. All rights reserved.

Creating a Curricular Environment To Develop Entrepreneurial Skills in Today's Rural Schools: One District's Approach.

ERIC Educational Resources Information Center

Helmer, Jean; And Others

Belle Fourche High School in South Dakota has developed a curriculum for an entrepreneurial approach to education. This paper contains the history of the school's adoption of this program, as well as course descriptions and standards. In 1988, Belle Fourche High School, Black Hills Special Services Cooperative, and the McREL (Mid-Continent…

Effective STEM Programs for Adolescent Girls: Three Approaches and Many Lessons Learned

ERIC Educational Resources Information Center

Mosatche, Harriet S.; Matloff-Nieves, Susan; Kekelis, Linda; Lawner, Elizabeth K.

2013-01-01

While women's participation in math and physical science continues to lag to some degree behind that of men, the disparity is much greater in engineering and computer science. Though boys may outperform girls at the highest levels on math and science standardized tests, girls tend to get better course grades in math and science than boys do.…

Appliance Service Technician: Apprenticeship Course Outline. Apprenticeship and Industry Training. 2307.1

ERIC Educational Resources Information Center

Alberta Advanced Education and Technology, 2007

2007-01-01

The graduate of the Appliance Service Technician apprenticeship program is a certified journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) supervise, train and coach apprentices; (3) use and maintain hand and power tools to the standards of competency and safety required in the trade; (4) by skill…

Gasfitter: Apprenticeship Course Outline. Apprenticeship and Industry Training. 0806.2

ERIC Educational Resources Information Center

Alberta Advanced Education and Technology, 2006

2006-01-01

The graduate of the Gasfitter apprenticeship program is a certified journeyperson who will be able to: (1) apply the standards and regulations of natural and LP gas in order to provide the maximum of safety; (2) know the characteristics and proper use of each product; (3) be able to install and maintain pipe systems, appliances and equipment using…

Circle the Wagons & Bust out the Big Guns! Tame the "Wild West" of Distance Librarianship Using Quality Matters™ Benchmarks

ERIC Educational Resources Information Center

Pickens, Kathleen; Witte, Ginna

2015-01-01

The Quality Matters™ (QM) Program is utilized by over 700 colleges and universities to ensure that online course design meets standards imperative to student success in a Web-based classroom. Although a faculty-driven peer-review process, QM provides assessment from a student perspective, thereby identifying opportunities for improvement that may…

Examining the Impact of Study and Test Taking Strategies on Student Perceptions' of Their Performance Expectancy: An Action Research Study

ERIC Educational Resources Information Center

Trexler, Deborah A.

2016-01-01

As military connected students transition, the scope and sequencing of courses and expectations for standardized testing is often inconsistent and unpredictable. Military leaders work diligently with education agencies to develop programs and legislature which levels the playing field for these students in order to provide them the most…

A Study of Persistence in the Northeast State Community College Health-Related Programs of Study

NASA Astrophysics Data System (ADS)

Hamilton, Allana R.

2011-12-01

The purpose of the study was to identify factors that were positively associated with persistence to graduation by students who were admitted to Health-Related Programs leading to the degree associate of applied science at Northeast State Community College. The criterion variable in this study was persistence, which was categorized into two groups the persister group (program completers) and the nonpersister (program noncompleters) group. The predictor variables included gender, ethnic origin, first- (or nonfirst-) generation-student status, age, specific major program of study, number of remedial and/or developmental courses taken, grades in selected courses (human anatomy and physiology I and II, microbiology, probability and statistics, composition I, clinical I, clinical II), and number of mathematics and science credit hours earned prior to program admission. The data for this ex post facto nonexperimental design were located in Northeast State's student records database, Banner Information System. The subjects of the study were students who had been admitted into Health-Related Programs of study at a 2-year public community college between the years of 1999 and 2008. The population size was 761. Health-Related Programs of study included Dental Assisting, Cardiovascular Technology, Emergency Medical Technology -- Paramedic, Medical Laboratory Technology, Nursing, and Surgical Technology. A combination of descriptive and inferential statistics was used in the analysis of the data. Descriptive statistics included measures of central tendency, standard deviations, and percentages, as appropriate. Independent samples t-tests were used to determine if the mean of a variable on one group of subjects was different from the mean of the same variable with a different group of subjects. It was found that gender, ethnic origin, first-generation status, and age were not significantly associated with persistence to graduation. However, findings did reveal a statistically significant difference in persistence rates among the specific Health-Related Programs of study. Academic data including grades in human anatomy and physiology I, probability and statistics, and composition I, suggested a relationship between the course grade and persistence to graduation. Findings also revealed a relationship between the number of math and science courses completed and students' persistence to graduation.

Developing an Assessment Process for a Master's of Science Degree in a Pharmaceutical Sciences Program.

PubMed

Bloom, Timothy J; Hall, Julie M; Liu, Qinfeng; Stagner, William C; Adams, Michael L

2016-09-25

Objective. To develop a program-level assessment process for a master's of science degree in a pharmaceutical sciences (MSPS) program. Design. Program-level goals were created and mapped to course learning objectives. Embedded assessment tools were created by each course director and used to gather information related to program-level goals. Initial assessment iterations involved a subset of offered courses, and course directors met with the department assessment committee to review the quality of the assessment tools as well as the data collected with them. Insights from these discussions were used to improve the process. When all courses were used for collecting program-level assessment data, a modified system of guided reflection was used to reduce demands on committee members. Assessment. The first two iterations of collecting program-level assessment revealed problems with both the assessment tools and the program goals themselves. Course directors were inconsistent in the Bloom's Taxonomy level at which they assessed student achievement of program goals. Moreover, inappropriate mapping of program goals to course learning objectives were identified. These issues led to unreliable measures of how well students were doing with regard to program-level goals. Peer discussions between course directors and the assessment committee led to modification of program goals as well as improved assessment data collection tools. Conclusion. By starting with a subset of courses and using course-embedded assessment tools, a program-level assessment process was created with little difficulty. Involving all faculty members and avoiding comparisons between courses made obtaining faculty buy-in easier. Peer discussion often resulted in consensus on how to improve assessment tools.

Satisfaction with a 2-day communication skills course culturally tailored for medical specialists in Qatar.

PubMed

Bylund, Carma L; Alyafei, Khalid; Afana, Abdelhamid; Al-Romaihi, Sheyma; Yassin, Mohammed; Elnashar, Maha; Al-Arab, Banan; Al-Khal, Abdullatif

2017-01-01

Health-care communication skills training may be particularly needed in the Arabian Gulf countries because of the variety of cultures within the physician and patient populations. This study describes the implementation and results of a communication skills training program for physicians in Qatar that assessed previous training, and effect of previous training on participants' course evaluations. We conducted a 2-day communication skills training course covering seven culturally adapted modules. Educational strategies included large and small group work with the standardized patient, demonstration videos, and lectures. At the end, participants completed a course evaluation survey. Data analysis performed with SPSS; frequencies and percentages were calculated, and Chi-square test applied to evaluate statistical significance. A total of 410 physicians in Qatar have participated in the course over a period of 2 years. Evaluation ratings of the course were high. Participants rated the module on Breaking Bad News as the most useful, and the small group role-play as the most helpful course component. One-third of participants had previously participated in experiential communication skills training. There was no association between previous experience and evaluation of the course. Physicians in Qatar positively evaluated a 2-day communication skills course, though the majority of participants did not have any previous exposure to experiential communication skills training.

An Undergraduate Course to Bridge the Gap between Textbooks and Scientific Research

PubMed Central

Wiegant, Fred; Scager, Karin; Boonstra, Johannes

2011-01-01

This article reports on a one-semester Advanced Cell Biology course that endeavors to bridge the gap between gaining basic textbook knowledge about cell biology and learning to think and work as a researcher. The key elements of this course are 1) learning to work with primary articles in order to get acquainted with the field of choice, to learn scientific reasoning, and to identify gaps in our current knowledge that represent opportunities for further research; 2) formulating a research project with fellow students; 3) gaining thorough knowledge of relevant methodology and technologies used within the field of cell biology; 4) developing cooperation and leadership skills; and 5) presenting and defending research projects before a jury of experts. The course activities were student centered and focused on designing a genuine research program. Our 5-yr experience with this course demonstrates that 1) undergraduate students are capable of delivering high-quality research designs that meet professional standards, and 2) the authenticity of the learning environment in this course strongly engages students to become self-directed and critical thinkers. We hope to provide colleagues with an example of a course that encourages and stimulates students to develop essential research thinking skills. PMID:21364103

An undergraduate course to bridge the gap between textbooks and scientific research.

PubMed

Wiegant, Fred; Scager, Karin; Boonstra, Johannes

2011-01-01

This article reports on a one-semester Advanced Cell Biology course that endeavors to bridge the gap between gaining basic textbook knowledge about cell biology and learning to think and work as a researcher. The key elements of this course are 1) learning to work with primary articles in order to get acquainted with the field of choice, to learn scientific reasoning, and to identify gaps in our current knowledge that represent opportunities for further research; 2) formulating a research project with fellow students; 3) gaining thorough knowledge of relevant methodology and technologies used within the field of cell biology; 4) developing cooperation and leadership skills; and 5) presenting and defending research projects before a jury of experts. The course activities were student centered and focused on designing a genuine research program. Our 5-yr experience with this course demonstrates that 1) undergraduate students are capable of delivering high-quality research designs that meet professional standards, and 2) the authenticity of the learning environment in this course strongly engages students to become self-directed and critical thinkers. We hope to provide colleagues with an example of a course that encourages and stimulates students to develop essential research thinking skills.

VA State Profile. Virginia: Standards of Learning (SOL) End-of-Course Exams

ERIC Educational Resources Information Center

Center on Education Policy, 2010

2010-01-01

This paper provides information about Virginia's Standards of Learning (SOL) End-of-Course Exams. The purpose of the end-of-course assessments is to measure the achievement of students on the Standards of Learning adopted by the Virginia Board of Education for specific high school courses, and to ensure that students graduating from Virginia…

Leadership in Dental Hygiene Degree Completion Programs: A Pilot Study Comparing Stand-Alone Leadership Courses and Leadership-Infused Curricula.

PubMed

Smith, Michelle L; Gurenlian, JoAnn R; Freudenthal, Jacqueline J; Farnsworth, Tracy J

2016-05-01

The aim of this study was to define the extent to which leadership and leadership skills are taught in dental hygiene degree completion programs by comparing stand-alone leadership courses/hybrid programs with programs that infuse leadership skills throughout the curricula. The study involved a mixed-methods approach using qualitative and quantitative data. Semi-structured interviews were conducted with program directors and faculty members who teach a stand-alone leadership course, a hybrid program, or leadership-infused courses in these programs. A quantitative comparison of course syllabi determined differences in the extent of leadership content and experiences between stand-alone leadership courses and leadership-infused curricula. Of the 53 U.S. dental hygiene programs that offer degree completion programs, 49 met the inclusion criteria, and 19 programs provided course syllabi. Of the program directors and faculty members who teach a stand-alone leadership course or leadership-infused curriculum, 16 participated in the interview portion of the study. The results suggested that competencies related to leadership were not clearly defined or measurable in current teaching. Reported barriers to incorporating a stand-alone leadership course included overcrowded curricula, limited qualified faculty, and lack of resources. The findings of this study provide a synopsis of leadership content and gaps in leadership education for degree completion programs. Suggested changes included defining a need for leadership competencies and providing additional resources to educators such as courses provided by the American Dental Education Association and the American Dental Hygienists' Association.

[Quality and use of websites presenting public health education and training opportunities].

PubMed

Rongère, Julie; Tavolacci, Marie-Pierre; Douyère, Magalie; Thirion, Benoit; Darmoni, Stéfan Jean; Ladner, Joël

2008-01-01

The objective of this work was to study the use of the Internet and the quality of the websites for postgraduate public health courses in France, and to compare them with equivalent courses in the United States of America. Between June 2004 and January 2005, the authorized public health diplomas proposed in France and in the United States were inventoried and listed, and then all websites of these public health diplomas were systematically visited and reviewed using a standardized questionnaire. In France, 36 public health courses (7 post graduate diplomas [DEA], 13 Masters degrees [DESS] and 16 masters of public health [MPH]) were identified and selected from 53 websites. Information on student profiles, prerequisite skills, the courses' curricula and program descriptions and the potential career opportunities were more frequently available for the MPH compared to the DEA and DESS. In United States, 66 MPH and 127 Master of Science in Public Health (MSPH) programs were accredited. The target public and validation methods were more often indicated on the American sites, while the prerequisite skills were more frequently found on the French sites. The recent implementation of the LMD (Bachelor's-Masters-Doctoral degrees) education system in France has encouraged the utilisation of Internet as an information and communications tool for the presentation and marketing of these new diplomas.

A biographical study of food choice capacity: standards, circumstances, and food management skills.

PubMed

Bisogni, Carole A; Jastran, Margaret; Shen, Luana; Devine, Carol M

2005-01-01

Conceptual understanding of how management of food and eating is linked to life course events and experiences. Individual qualitative interviews with adults in upstate New York. Fourteen men and 11 women with moderate to low incomes. PHENOMENON: Food choice capacity. Constant comparative method. A conceptual model of food choice capacity emerged. Food choice capacity represented participants' confidence in meeting their standards for food and eating given their food management skills and circumstances. Standards (expectations for how participants felt they should eat) were based on life course events and experiences. Food management skills (mental and physical talents to keep food costs down and prepare meals) were sources of self-esteem for many participants. Most participants had faced challenging and changing circumstances (income, employment, social support, roles, health conditions). Participants linked strong food management skills with high levels of food choice capacity, except in the case of extreme financial circumstances or the absence of strong standards. Recognizing people's experiences and perspectives in food choice is important. Characterizing food management skills as durable, adaptive resources positions them conceptually for researchers and in a way that practitioners can apply in developing programs for adults.

A clinical procedures curriculum for undergraduate medical students: the eight-year history of a third-year immersive experience.

PubMed

Thompson, Laura; Exline, Matthew; Leung, Cynthia G; Way, David P; Clinchot, Daniel; Bahner, David P; Khandelwal, Sorabh

2016-01-01

Procedural skills training is a critical component of medical education, but is often lacking in standard clinical curricula. We describe a unique immersive procedural skills curriculum for medical students, designed and taught primarily by emergency medicine faculty at The Ohio State University College of Medicine. The primary educational objective of this program was to formally introduce medical students to clinical procedures thought to be important for success in residency. The immersion strategy (teaching numerous procedures over a 7-day period) was intended to complement the student's education on third-year core clinical clerkships. The course introduced 27 skills over 7 days. Teaching and learning methods included lecture, prereading, videos, task trainers, peer teaching, and procedures practice on cadavers. In year 4 of the program, a peer-team teaching model was adopted. We analyzed program evaluation data over time. Students valued the selection of procedures covered by the course and felt that it helped prepare them for residency (97%). The highest rated activities were the cadaver lab and the advanced cardiac life support (97 and 93% positive endorsement, respectively). Lectures were less well received (73% positive endorsement), but improved over time. The transition to peer-team teaching resulted in improved student ratings of course activities (p<0.001). A dedicated procedural skills curriculum successfully supplemented the training medical students received in the clinical setting. Students appreciated hands-on activities and practice. The peer-teaching model improved course evaluations by students, which implies that this was an effective teaching method for adult learners. This course was recently expanded and restructured to place the learning closer to the clinical settings in which skills are applied.

Introduction to Trans Australia Airlines CRM training

NASA Technical Reports Server (NTRS)

Davidson, Jim

1987-01-01

Trans Australia believes that its excellent accident rate record is due to a number of factors. It has a good group of standard operating procedures, and its crews are pretty well self-disciplined and adhere to those procedures. But the other thing that it believes is a factor in its safety record is that perhaps it is also due to its preparedness to be innovative, to keep up with what is going on in the rest of the world and, if it looks to have value, then to be amongst the first to try it out. Trans Australia commenced a program similar to Line Oriented Flight Training (LOFT) fairly early in 1979--that being its first windshear program-- which leads to why they are doing a course of resource management training, which we have chosen to call Aircrew Team Management (ATM). This course is detailed in another presentation.

Research Ethics Education in Post-Graduate Medical Curricula in I.R. Iran.

PubMed

Nikravanfard, Nazila; Khorasanizadeh, Faezeh; Zendehdel, Kazem

2017-08-01

Research ethics training during post-graduate education is necessary to improve ethical standards in the design and conduct of biomedical research. We studied quality and quantity of research ethics training in the curricula of post-graduate programs in the medical science in I.R. Iran. We evaluated curricula of 125 post-graduate programs in medical sciences in I.R. Iran. We qualitatively studied the curricula by education level, including the Master and PhD degrees and analyzed the contents and the amount of teaching allocated for ethics training in each curriculum. We found no research ethics training in 72 (58%) of the programs. Among the 53 (42%) programs that considered research ethics training, only 17 programs had specific courses for research ethics and eight of them had detailed topics on their courses. The research ethics training was optional in 25% and mandatory in 76% of the programs. Post-graduate studies that were approved in the more recent years had more attention to the research ethics training. Research ethics training was neglected in most of the medical post-graduate programs. We suggest including sufficient amount of mandatory research ethics training in Master and PhD programs in I.R. Iran. Further research about quality of research ethics training and implementation of curricula in the biomedical institutions is warranted. © 2016 John Wiley & Sons Ltd.

Building Better Courses: Examining the Content Validity of the iNACOL National Standards for Quality Online Courses

ERIC Educational Resources Information Center

Adelstein, David; Barbour, Michael

2016-01-01

In 2011, the International Association for K-12 Online Learning released the second iteration of the "National Standards for Quality Online Courses." These standards have been used by numerous institutions and states around the country to help design and create K-12 online courses. However, there has been no reported research on the…

"I'm Not the Science Type": Effect of an Inquiry Biology Content Course on Preservice Elementary Teachers' Intentions about Teaching Science

ERIC Educational Resources Information Center

Weld, Jeffrey; Funk, Lucas

2005-01-01

Inquiry Into Life Science is a content biology course expressly for the fulfillment of the General Education life science laboratory course requirement of elementary education majors at this university. The course is modeled on the Teaching Standards and Content Standards of the National Science Education Standards [National Research Council.…

Successes and challenges in a novel doctoral program in systems agriculture: a case example.

PubMed

Lust, D; Topliff, D; Deotte, R

2010-01-01

A doctoral program in Systems Agriculture was initiated at West Texas A&M University, Canyon, TX, in September, 2003. The stated objective of the program was "..to prepare leaders for the agricultural industry that are trained in a multidisciplinary, research-based curriculum that emphasizes a systems approach to problem solving". The program offers a single doctoral degree in Agriculture and accepts qualified students with a master's or professional degree in agricultural or related disciplines. Courses related to systems methodologies, leadership, agricultural economics, plant and soil science, and animal science are required. Additional program requirements include a systems research project and dissertation, leadership training, and written and oral exams. The program has exceeded enrollment and graduation targets, suggesting interest in this approach to a doctoral degree. Students have entered the program with M.S. backgrounds in education, traditional agricultural disciplines, veterinary medicine, business, and physics. Graduates have gained employment in industry, university teaching and research, government research/administration, and extension. Doctoral student projects in systems agriculture contributed to curriculum changes and to the conceptual framework adopted by a multi-state research group. Designing and teaching courses for students with diverse backgrounds has been challenging. Development of a common understanding of systems agriculture was identified by a third-party program review as an issue for faculty. Development and maintenance of program standards and administrative procedures posed additional challenges. Leadership, administrative support, and timely and continuing program assessment are suggested as necessary components for a nontraditional doctoral program.

Overcoming KC-10 Formal Training Unit Pilot Production Challenges

DTIC Science & Technology

2013-06-14

their crewmembers both through initial qualification and upgrade courses. Historically, this had been the standard operating practice since...Captain Wendy Emminger from McGuire. Additionally, Ms. Pamela Bennett Bardot, the USAF Expeditionary Center librarian , was always ready to assist in any...were originally programmed (Palacios, 2013). He also stressed that units and their aircrew could swiftly go down to basic qualifications and not be

Master of Science Teaching: Encouraging Teachers and their Students in Research

NASA Astrophysics Data System (ADS)

Reiff, P. H.

2010-12-01

The Master of Science Teaching program is designed to encourage more content knowledge among teachers. Thirty credit hours are required, chosen from 12 hours of Earth science courses, 12 hours of space science courses, a chemistry course, a math course, and research or education credits. A thesis is not required but each teacher must have a special project (either research or curriculum). A number of students chose as their project using ground penetrating radar to look for buried graves in an African-American cemetery. Others became Heliospheric Ambassadors, Messenger Ambassadors, or PolarTrec teachers. Nineteen teachers have graduated as of 2010 with six presently in the program. A survey of the participants has fifteen responses so far, with a good mixture of responses from early in the program to present students. Many (69%) were grade 6-8 teachers when they entered the program. After earning their MST, many had increased their teaching level: (93% reported that it helped their career path, 39% have upgraded to administration or science supervision, and 53% reported receiving a better or higher level job position as a result). Only one student no longer teaches (completing a PhD in Administration). Given that 20% of the respondents are still in the program, two thirds of the alumni (8 of 12) have earned better jobs. All respondents said that they learned from both the Earth and space science courses, and all respondents (except the person no longer in the classroom) say they use the earth and space science material in the classrooms, with 80% "frequently" and 13% "sometimes". They also report that they are more likely to encourage their students to become scientists (80%), more likely to encourage their students to support NASA (93%), and think that their students are getting better scores on the state standardized tests (60%). It is certainly not easy for teachers to perform publishable research (although some have), and it is even more difficult for students to perform authentic research. However, by being exposed to science data and techniques in the program, teachers become more confident of their skills and more comfortable encouraging their students to learn more. Of the respondents, 100% recommend the program to their peers, with 80% "enthusiastically". MST teacher tracing sunspot locations.

Using tablets for real-time formative assessment in large-enrollment introductory courses

NASA Astrophysics Data System (ADS)

Ruskell, Todd

2013-04-01

Many large-enrollment introductory physics courses now use personal response devices (clickers) to engage students during class and collect data for real-time formative assessment. However, most systems only allow for multiple-choice or in some cases numeric or simple text answers. A program called inkSurvey allows faculty to ask more open-ended questions and students can submit both text and graphical responses from tablet computers. This provides faculty much greater insight into a student's problem-solving process. In our pilot project standard clickers were used in the first half of a calculus-based physics I course, and in the second half of the semester, tablets and inkSurvey were used to collect formative assessment data. We will report on initial impressions of both the faculty and students regarding the relative utility and effectiveness of each tool.

Exploring Physics with Computer Animation and PhysGL

NASA Astrophysics Data System (ADS)

Bensky, T. J.

2016-10-01

This book shows how the web-based PhysGL programming environment (http://physgl.org) can be used to teach and learn elementary mechanics (physics) using simple coding exercises. The book's theme is that the lessons encountered in such a course can be used to generate physics-based animations, providing students with compelling and self-made visuals to aid their learning. Topics presented are parallel to those found in a traditional physics text, making for straightforward integration into a typical lecture-based physics course. Users will appreciate the ease at which compelling OpenGL-based graphics and animations can be produced using PhysGL, as well as its clean, simple language constructs. The author argues that coding should be a standard part of lower-division STEM courses, and provides many anecdotal experiences and observations, that include observed benefits of the coding work.

Impact of a novel, resource appropriate resuscitation curriculum on Nicaraguan resident physician's management of cardiac arrest.

PubMed

Taira, Breena R; Orue, Aristides; Stapleton, Edward; Lovato, Luis; Vangala, Sitaram; Tinoco, Lucia Solorzano; Morales, Orlando

2016-01-01

Project Strengthening Emergency Medicine, Investing in Learners in Latin America (SEMILLA) created a novel, language and resource appropriate course for the resuscitation of cardiac arrest for Nicaraguan resident physicians. We hypothesized that participation in the Project SEMILLA resuscitation program would significantly improve the physician's management of simulated code scenarios. Thirteen Nicaraguan resident physicians were evaluated while managing simulated cardiac arrest scenarios before, immediately, and at 6 months after participating in the Project SEMILLA resuscitation program. This project was completed in 2014 in Leon, Nicaragua. The Cardiac Arrest Simulation Test (CASTest), a validated scoring system, was used to evaluate performance on a standardized simulated cardiac arrest scenario. Mixed effect logistic regression models were constructed to assess outcomes. On the pre-course simulation exam, only 7.7% of subjects passed the test. Immediately post-course, the subjects achieved a 30.8% pass rate and at 6 months after the course, the pass rate was 46.2%. Compared with pre-test scores, the odds of passing the CASTest at 6 months after the course were 21.7 times higher (95% CI 4.2 to 112.8, P<0.001). Statistically significant improvement was also seen on the number of critical items completed (OR=3.75, 95% CI 2.71-5.19), total items completed (OR=4.55, 95% CI 3.4-6.11), and number of "excellent" scores on a Likert scale (OR=2.66, 95% CI 1.85-3.81). Nicaraguan resident physicians demonstrate improved ability to manage simulated cardiac arrest scenarios after participation in the Project SEMILLA resuscitation course and retain these skills.

Self-Management Education Participation Among US Adults With Arthritis: Who's Attending?

PubMed

Murphy, Louise B; Brady, Teresa J; Boring, Michael A; Theis, Kristina A; Barbour, Kamil E; Qin, Jin; Helmick, Charles G

2017-09-01

Self-management education (SME) programs teach people with chronic conditions skills to manage their health conditions. We examined patterns in SME program participation among US adults with arthritis ages ≥18 years. Respondents with arthritis were those who reported ever being diagnosed with arthritis by a doctor or health care provider. We analyzed 2014 National Health Interview Survey data to estimate the percentage (unadjusted and age-standardized) who ever attended an SME program overall and for selected subgroups, representativeness of SME participants relative to all adults with arthritis, and trends in SME course participation. In 2014, 1 in 9 US adults with arthritis (11.3% [95% confidence interval (95% CI) 10.4-12.3]; age-standardized 11.4% [95% CI 10.0-12.9]) had ever participated in an SME program. SME participation (age-standardized) was highest among those with ≥8 health care provider visits in the past 12 months (16.0% [95% CI 13.1-19.4]). Since 2002, the number of adults with arthritis who have ever participated in SME has increased by 1.7 million, but the percentage has remained constant. Despite its many benefits, SME participation among US adults with arthritis remains persistently low. By recommending that their patients attend SME programs, health care providers can increase the likelihood that their patients experience SME program benefits. © 2016, American College of Rheumatology.

Characteristics and Postsecondary Pathways of Students Who Participate in Acceleration Programs in Minnesota. REL 2017-234

ERIC Educational Resources Information Center

Davis, Elisabeth; Smither, Cameron; Zhu, Bo; Stephan, Jennifer

2017-01-01

Acceleration programs are academically challenging courses in which high school students can simultaneously earn credit toward a high school diploma and a postsecondary degree (dual credit). These programs include Advanced Placement courses, concurrent-enrollment courses, Postsecondary Enrollment Options courses (a dual-enrollment program in…

Undergraduate Course and Curriculum Development Program and Calculus and the Bridge to Calculus Program: 1993 Awards.

ERIC Educational Resources Information Center

National Science Foundation, Arlington, VA. Div. of Undergraduate Education.

The Undergraduate Course and Curriculum Development Program of the National Science Foundation supports the development of courses in all disciplines to improve the quality of undergraduate courses and curricula in science, mathematics, engineering, and technology. The purpose of the program in Curriculum Development in Mathematics: Calculus and…

Enhancing medical students' communication skills: development and evaluation of an undergraduate training program.

PubMed

Hausberg, Maria C; Hergert, Anika; Kröger, Corinna; Bullinger, Monika; Rose, Matthias; Andreas, Sylke

2012-03-24

There is a relative lack of current research on the effects of specific communication training offered at the beginning of the medical degree program. The newly developed communication training "Basics and Practice in Communication Skills" was pilot tested in 2008 and expanded in the following year at the University Medical Centre Hamburg-Eppendorf in Germany. The goal was to promote and improve the communicative skills of participants and show the usefulness of an early offered intervention on patient-physician communication within the medical curriculum. The students participating in the project and a comparison group of students from the standard degree program were surveyed at the beginning and end of the courses. The survey consisted of a self-assessment of their skills as well as a standardised expert rating and an evaluation of the modules by means of a questionnaire. Students who attended the communication skills course exhibited a considerable increase of communication skills in this newly developed training. It was also observed that students in the intervention group had a greater degree of self-assessed competence following training than the medical students in the comparison group. This finding is also reflected in the results from a standardised objective measure. The empirical results of the study showed that the training enabled students to acquire specialised competence in communication through the course of a newly developed training program. These findings will be used to establish new communication training at the University Medical Centre Hamburg-Eppendorf.

Enhancing medical students' communication skills: development and evaluation of an undergraduate training program

PubMed Central

2012-01-01

Background There is a relative lack of current research on the effects of specific communication training offered at the beginning of the medical degree program. The newly developed communication training "Basics and Practice in Communication Skills" was pilot tested in 2008 and expanded in the following year at the University Medical Centre Hamburg-Eppendorf in Germany. The goal was to promote and improve the communicative skills of participants and show the usefulness of an early offered intervention on patient-physician communication within the medical curriculum. Methods The students participating in the project and a comparison group of students from the standard degree program were surveyed at the beginning and end of the courses. The survey consisted of a self-assessment of their skills as well as a standardised expert rating and an evaluation of the modules by means of a questionnaire. Results Students who attended the communication skills course exhibited a considerable increase of communication skills in this newly developed training. It was also observed that students in the intervention group had a greater degree of self-assessed competence following training than the medical students in the comparison group. This finding is also reflected in the results from a standardised objective measure. Conclusions The empirical results of the study showed that the training enabled students to acquire specialised competence in communication through the course of a newly developed training program. These findings will be used to establish new communication training at the University Medical Centre Hamburg-Eppendorf. PMID:22443807

Remote sensing programs and courses in engineering and water resources

NASA Technical Reports Server (NTRS)

Kiefer, R. W.

1981-01-01

The content of typical basic and advanced remote sensing and image interpretation courses are described and typical remote sensing graduate programs of study in civil engineering and in interdisciplinary environmental remote sensing and water resources management programs are outlined. Ideally, graduate programs with an emphasis on remote sensing and image interpretation should be built around a core of five courses: (1) a basic course in fundamentals of remote sensing upon which the more specialized advanced remote sensing courses can build; (2) a course dealing with visual image interpretation; (3) a course dealing with quantitative (computer-based) image interpretation; (4) a basic photogrammetry course; and (5) a basic surveying course. These five courses comprise up to one-half of the course work required for the M.S. degree. The nature of other course work and thesis requirements vary greatly, depending on the department in which the degree is being awarded.

Probabilistic Analysis and Density Parameter Estimation Within Nessus

NASA Astrophysics Data System (ADS)

Godines, Cody R.; Manteufel, Randall D.

2002-12-01

This NASA educational grant has the goal of promoting probabilistic analysis methods to undergraduate and graduate UTSA engineering students. Two undergraduate-level and one graduate-level course were offered at UTSA providing a large number of students exposure to and experience in probabilistic techniques. The grant provided two research engineers from Southwest Research Institute the opportunity to teach these courses at UTSA, thereby exposing a large number of students to practical applications of probabilistic methods and state-of-the-art computational methods. In classroom activities, students were introduced to the NESSUS computer program, which embodies many algorithms in probabilistic simulation and reliability analysis. Because the NESSUS program is used at UTSA in both student research projects and selected courses, a student version of a NESSUS manual has been revised and improved, with additional example problems being added to expand the scope of the example application problems. This report documents two research accomplishments in the integration of a new sampling algorithm into NESSUS and in the testing of the new algorithm. The new Latin Hypercube Sampling (LHS) subroutines use the latest NESSUS input file format and specific files for writing output. The LHS subroutines are called out early in the program so that no unnecessary calculations are performed. Proper correlation between sets of multidimensional coordinates can be obtained by using NESSUS' LHS capabilities. Finally, two types of correlation are written to the appropriate output file. The program enhancement was tested by repeatedly estimating the mean, standard deviation, and 99th percentile of four different responses using Monte Carlo (MC) and LHS. These test cases, put forth by the Society of Automotive Engineers, are used to compare probabilistic methods. For all test cases, it is shown that LHS has a lower estimation error than MC when used to estimate the mean, standard deviation, and 99th percentile of the four responses at the 50 percent confidence level and using the same number of response evaluations for each method. In addition, LHS requires fewer calculations than MC in order to be 99.7 percent confident that a single mean, standard deviation, or 99th percentile estimate will be within at most 3 percent of the true value of the each parameter. Again, this is shown for all of the test cases studied. For that reason it can be said that NESSUS is an important reliability tool that has a variety of sound probabilistic methods a user can employ; furthermore, the newest LHS module is a valuable new enhancement of the program.

Probabilistic Analysis and Density Parameter Estimation Within Nessus

NASA Technical Reports Server (NTRS)

Godines, Cody R.; Manteufel, Randall D.; Chamis, Christos C. (Technical Monitor)

2002-01-01

This NASA educational grant has the goal of promoting probabilistic analysis methods to undergraduate and graduate UTSA engineering students. Two undergraduate-level and one graduate-level course were offered at UTSA providing a large number of students exposure to and experience in probabilistic techniques. The grant provided two research engineers from Southwest Research Institute the opportunity to teach these courses at UTSA, thereby exposing a large number of students to practical applications of probabilistic methods and state-of-the-art computational methods. In classroom activities, students were introduced to the NESSUS computer program, which embodies many algorithms in probabilistic simulation and reliability analysis. Because the NESSUS program is used at UTSA in both student research projects and selected courses, a student version of a NESSUS manual has been revised and improved, with additional example problems being added to expand the scope of the example application problems. This report documents two research accomplishments in the integration of a new sampling algorithm into NESSUS and in the testing of the new algorithm. The new Latin Hypercube Sampling (LHS) subroutines use the latest NESSUS input file format and specific files for writing output. The LHS subroutines are called out early in the program so that no unnecessary calculations are performed. Proper correlation between sets of multidimensional coordinates can be obtained by using NESSUS' LHS capabilities. Finally, two types of correlation are written to the appropriate output file. The program enhancement was tested by repeatedly estimating the mean, standard deviation, and 99th percentile of four different responses using Monte Carlo (MC) and LHS. These test cases, put forth by the Society of Automotive Engineers, are used to compare probabilistic methods. For all test cases, it is shown that LHS has a lower estimation error than MC when used to estimate the mean, standard deviation, and 99th percentile of the four responses at the 50 percent confidence level and using the same number of response evaluations for each method. In addition, LHS requires fewer calculations than MC in order to be 99.7 percent confident that a single mean, standard deviation, or 99th percentile estimate will be within at most 3 percent of the true value of the each parameter. Again, this is shown for all of the test cases studied. For that reason it can be said that NESSUS is an important reliability tool that has a variety of sound probabilistic methods a user can employ; furthermore, the newest LHS module is a valuable new enhancement of the program.

The Advanced Trauma Operative Management course in a Canadian residency program

PubMed Central

Ali, Jameel; Ahmed, Najma; Jacobs, Lenworth M.; Luk, Stephen S.

2008-01-01

Background The Advanced Trauma Operative Management (ATOM) course was first introduced into Canada in 2003 at the University of Toronto, with senior general surgery residents being the primary focus. We present an assessment of the course in this Canadian general surgery residency program. Methods We compared trainees' pre-and postcourse self-efficacy scores and multiple choice question (MCQ) examination results, using paired t tests and resident (n = 24) and faculty (n = 7) course ratings made according to a 10-item, 5-point Likert scale. Faculty were previously trained as ATOM instructors. Results Mean pre-and postcourse self-efficacy scores were 68.9 (standard deviation [SD] 24.0) and 101.4 (SD 14.8), respectively (p < 0.001). Mean pre-and post-MCQ scores were 16.4 (SD 3.2) and 18.8 (SD 2.7), respectively (p = 0.006). On the Likert scale (1 = strongly disagree, 5 = strongly agree), all faculty and residents rated the following items as 4–5: objectives were met; knowledge, skills, clinical training, judgment and confidence improved; the live animal is a useful representation of clinical trauma; and the course should be continued but would be more appropriate for the fourth rather than the fifth year of residency. Residents rated as 1–2 the item that the human cadaver would be preferable for learning the surgical skills. Of 24 residents, 20 rated as 3 or less the item stating that the course prepares them for trauma management more adequately than their regular training program. Conclusion Self-efficacy, trauma knowledge and skills improved significantly with ATOM training. Preference was expressed for the live animal versus cadaver model, for ATOM training in the fourth rather than fifth year of residency and for the view that it complements general surgery trauma training. The data suggest that including ATOM training in Canadian general surgical residency should be considered. PMID:18682791

Putting the spark into physical science and algebra

NASA Astrophysics Data System (ADS)

Pill, Bruce; Dagenais, Andre

2007-06-01

The presenters will describe a number of laboratory activities developed in collaboration with the Department of Electrical Engineering at the University of Delaware as part of their outreach program to help make math and science more authentic on the pre-college level. Lessons relating to electrical topics are often abstract and appropriate only for advanced students in math and science. We have devised lessons that rely on simple equipment. They promote skills that are included in National and State Standards. They emphasize the connections between math and science; they are appropriate for an algebra course, a physical science course, a PhysicsFirst course or a traditional physics course. Students benefit from seeing that what they learn in math and science courses can lead to cutting-edge work in areas such as passive wave imaging, photonics, wireless communication and high performance computing. The collaboration has been meaningful because it has motivated us to tailor our lessons to reflect what is happening in the research lab of our local university. Written materials for use in teacher training workshops will also be available.

NASA Headquarters training catalog

NASA Technical Reports Server (NTRS)

1990-01-01

The NASA Headquarters training catalog is a comprehensive listing of all educational and employee development programs. This course catalog contains descriptions of course content, objectives, target audience, prerequisites, length of course, approximate number of times the course is offered per year, and cost of the course. Curriculum areas include graduate and undergraduate academic study; professional development program; and executive management, senior management, and supervisory development programs. Secretarial/clerical and general computer skills programs are also included.

Academic career development in geriatric fellowship training.

PubMed

Medina-Walpole, Annette; Fonzi, Judith; Katz, Paul R

2007-12-01

Career development is rarely formalized in the curricula of geriatric fellowship programs, and the training of new generations of academic leaders is challenging in the 1 year of fellowship training. To effectively prepare fellows for academic leadership, the University of Rochester's Division of Geriatrics, in collaboration with the Warner School of Graduate Education, created a yearlong course to achieve excellence in teaching and career development during the 1-year geriatric fellowship. Nine interdisciplinary geriatric medicine, dentistry, and psychiatry fellows completed the course in its initial year (2005/06). As participants, fellows gained the knowledge and experience to successfully develop and implement educational initiatives in various formats. Fellows acquired teaching and leadership skills necessary to succeed as clinician-educators in an academic setting and to communicate effectively with patients, families, and colleagues. Fellows completed a series of individual and group education projects, including academic portfolio development, curriculum vitae revision, abstract submission and poster presentation at national meetings, lay lecture series development, and geriatric grand rounds presentation. One hundred percent of fellows reported that the course positively affected their career development, with six of nine fellows choosing academic careers. The course provided opportunities to teach and assess all six of the Accreditation Council of Graduate Medical Education core competencies. This academic career development course was intended to prepare geriatric fellows as the next generation of academic leaders as clinician-teacher-scholars. It could set a new standard for academic development during fellowship training and provide a model for national dissemination in other geriatric and subspecialty fellowship programs.

NHSC Business Standards Course. A Home Study Course on the Ethical Standards of the National Home Study Council.

ERIC Educational Resources Information Center

National Home Study Council, Washington, DC.

Written expressly for the National Home Study Council (NHSC) school executive, this course is an introduction, refresher, and reminder on the various ethical and administrative standards developed by and required of NHSC-accredited schools. It is intended to acquaint accredited school staff with the NHSC Business Standards and should become an…

Relationships between Preclinical Course Grades and Standardized Exam Performance

ERIC Educational Resources Information Center

Hu, Yinin; Martindale, James R.; LeGallo, Robin D.; White, Casey B.; McGahren, Eugene D.; Schroen, Anneke T.

2016-01-01

Success in residency matching is largely contingent upon standardized exam scores. Identifying predictors of standardized exam performance could promote primary intervention and lead to design insights for preclinical courses. We hypothesized that clinically relevant courses with an emphasis on higher-order cognitive understanding are most…

Integrating the New Generation Science Standards (NGSS) into K- 6 teacher training and curricula

NASA Astrophysics Data System (ADS)

Pinter, S.; Carlson, S. J.

2017-12-01

The Next Generation Science Standards is an initiative, adopted by 26 states, to set national education standards that are "rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education." Educators now must integrate these standards into existing curricula. Many grade-school (K-6) teachers face a particularly daunting task, as they were traditionally not required to teach science or only at a rudimentary level. The majority of K-6 teachers enter teaching from non-science disciplines, making this transition even more difficult. Since the NGSS emphasizes integrated and coherent progression of knowledge from grade to grade, prospective K-6 teachers must be able to deliver science with confidence and enthusiasm to their students. CalTeach/MAST (Mathematics and Science Teaching Program) at the University of California Davis, has created a two-quarter sequence of integrated science courses for undergraduate students majoring in non-STEM disciplines and intending to pursue multiple-subject K-6 credentials. The UCD integrated science course provides future primary school teachers with a basic, but comprehensive background in the physical and earth/space sciences. Key tools are taught for improving teaching methods, investigating complex science ideas, and solving problems relevant to students' life experiences that require scientific or technological knowledge. This approach allows prospective K-6 teachers to explore more effectively the connections between the disciplinary core ideas, crosscutting concepts, and scientific and engineering practices, as outlined in the NGSS. In addition, they develop a core set of science teaching skills based on inquiry activities and guided lab discussions. With this course, we deliver a solid science background to prospective K-6 teachers and facilitate their ability to teach science following the standards as articulated in the NGSS.

Development and application of course-embedded assessment system for program outcome evaluation in the Korean nursing education: A pilot study.

PubMed

Park, Jee Won; Seo, Eun Ji; You, Mi-Ae; Song, Ju-Eun

2016-03-01

Program outcome evaluation is important because it is an indicator for good quality of education. Course-embedded assessment is one of the program outcome evaluation methods. However, it is rarely used in Korean nursing education. The study purpose was to develop and apply preliminarily a course-embedded assessment system to evaluate one program outcome and to share our experiences. This was a methodological study to develop and apply the course-embedded assessment system based on the theoretical framework in one nursing program in South Korea. Scores for 77 students generated from the three practicum courses were used. The course-embedded assessment system was developed following the six steps suggested by Han's model as follows. 1) One program outcome in the undergraduate program, "nursing process application ability", was selected and 2) the three clinical practicum courses related to the selected program outcome were identified. 3) Evaluation tools including rubric and items were selected for outcome measurement and 4) performance criterion, the educational goal level for the program, was established. 5) Program outcome was actually evaluated using the rubric and evaluation items in the three practicum courses and 6) the obtained scores were analyzed to identify the achievement rate, which was compared with the performance criterion. Achievement rates for the selected program outcome in adult, maternity, and pediatric nursing practicum were 98.7%, 100%, and 66.2% in the case report and 100% for all three in the clinical practice, and 100%, 100%, and 87% respectively for the conference. These are considered as satisfactory levels when compared with the performance criterion of "at least 60% or more". Course-embedded assessment can be used as an effective and economic method to evaluate the program outcome without running an integrative course additionally. Further studies to develop course-embedded assessment systems for other program outcomes in nursing education are needed. Copyright © 2016 Elsevier Ltd. All rights reserved.

Usability study of the EduMod eLearning Program for contouring nodal stations of the head and neck.

PubMed

Deraniyagala, Rohan; Amdur, Robert J; Boyer, Arthur L; Kaylor, Scott

2015-01-01

A major strategy for improving radiation oncology education and competence evaluation is to develop eLearning programs that reproduce the real work environment. A valuable measure of the quality of an eLearning program is "usability," which is a multidimensional endpoint defined from the end user's perspective. The gold standard for measuring usability is the Software Usability Measurement Inventory (SUMI). The purpose of this study is to use the SUMI to measure usability of an eLearning course that uses innovative software to teach and test contouring of nodal stations of the head and neck. This is a prospective institutional review board-approved study in which all participants gave written informed consent. The study population was radiation oncology residents from 8 different programs across the United States. The subjects had to pass all sections of the same 2 eLearning modules and then complete the SUMI usability evaluation instrument. We reached the accrual goal of 25 participants. Usability results for the EduMod eLearning course, "Nodal Stations of the Head and Neck," were compared with a large database of scores of other major software programs. Results were evaluated in 5 domains: Affect, Helpfulness, Control, Learnability, and Global Usability. In all 5 domains, usability scores for the study modules were higher than the database mean and statistically superior in 4 domains. This is the first study to evaluate usability of an eLearning program related to radiation oncology. Usability of 2 representative modules related to contouring nodal stations of the head and neck was highly favorable, with scores that were superior to the industry standard in multiple domains. These results support the continued development of this type of eLearning program for teaching and testing radiation oncology technical skills. Copyright © 2015 American Society for Radiation Oncology. Published by Elsevier Inc. All rights reserved.

Online Lactation Education for Healthcare Providers: A Theoretical Approach to Understanding Learning Outcomes.

PubMed

Watkins, Amanda L; Dodgson, Joan E; McClain, Darya Bonds

2017-11-01

Breastfeeding competencies are not standardized in healthcare education for any of the health professions. A few continuing education/professional development programs have been implemented, but research regarding the efficacy of these programs is scarce. Research aim: After a 45-hour lactation course, (a) Does breastfeeding knowledge increase? (b) Do beliefs and attitudes about infant feeding improve? (c) Does perceived behavioral control over performance of evidence-based lactation support practices increase? and (d) Do intentions to carry out evidence-based lactation support practices increase? A nonexperimental pretest-posttest self-report survey design was conducted with a nonprobability sample of participants ( N = 71) in a lactation course. Theory of Planned Behavior variables were measured and a before-after course analysis was completed. Significantly higher scores were found on the posttests for knowledge, beliefs about breastfeeding scale, and the perceived behavioral control scale. Participants' self-efficacy increased after the course; their beliefs about social norms and their ability to effect change in their workplaces did not change significantly. Participants' intention to perform actions that are consistent with the evidence-based breastfeeding supportive behaviors increased significantly. Positive beliefs about formula feeding significantly increased; this was unexpected. The Theory of Planned Behavior provided a useful approach for examining more meaningful learning outcomes than the traditional knowledge and/or satisfaction outcomes. This study was the first to suggest that more meaningful learning outcomes are needed to evaluate lactation programs. However, it is not enough to educate healthcare providers in evidence-based practice; the places they practice must have the infrastructure to support evidence-based practice.

Focus on training at CAFS.

PubMed

Azorbo, S; Muna, C

1993-01-01

The training and technical assistance programs of the Center for African Family Studies (CAFS), which is part of the International Planned Parenthood Federation for the African Region, were described. Programs included service delivery, management development, family life education, family planning communication, and research monitoring and evaluation. Several courses were offered: a week-long contraceptive technology update course for trainers and supervisors of family planning programs. Management training needs were filled through a 6-week middle level management course, a 2-week senior level management course, a 4-week community based family planning program course, a 6-week financial management of family planning and reproductive health programs course, and a 5-week course in leadership skills for management of women and health programs. Family life education courses were offered under the CAFS Women and Health Program for teachers, curriculum developers, youth leaders, and those working with young people for 3 weeks. Course issues of discussion included population and development, the family in contemporary African life, and policy legislation and laws to promote young people's health and social psychological and ethical aspects of adolescent sexuality. Family planning communication training programs were directed to strengthening IEC knowledge and skills over a 4-week period for senior and middle level personnel. The 3-week press course aimed to train journalists in print and electronic media for French-speaking countries who could gain cover population and family planning issues. The family planning research and evaluation course over 4 weeks aimed to increase the knowledge and skills of health personnel in project design, implementation, monitoring, and evaluation, in order to conduct assessment of program effectiveness. The course was directed to senior and middle level manager researchers, population project directors, and personnel of women-centered projects.

Roles, intents, and actions: First-year teachers' uses of discourse during elementary science instruction

NASA Astrophysics Data System (ADS)

Newman, William J., Jr.

In this study, I examined how three first-year elementary teachers constructed and used classroom discourse during science instruction. The three participants, though graduates from different universities, learned to teach science through similar science methods courses, which stressed the importance of inquiry-based science instruction. The participants taught different grade levels, and two of them taught at the same school. Data sources included field notes, videotapes, audiotapes, and semi-structured teacher interviews. While monologic and dialogic discourse existed in all three classrooms, monologic discourse was more prominent, especially when the discourse was teacher controlled. Dialogic discourse occurred most often during student-centered activities. The teachers constructed discourse with authoritative function to present science content and determine student comprehension. Generative function was most likely during student-based small group discussions. Monologic character often aligned with authoritative function, and dialogic character often aligned with generative function. However, monologic/generative and dialogic/authoritative discourse events did occur, contributing to the development of a discourse theory model. The teacher explanations for discourse included classroom control, inadequate planning, time constraints, life experiences, science education standards, and assessment. The teachers relied on their texts, kits, and state science standards to determine the content and methods for science instruction. They rarely reported that their science methods courses influenced how they taught science. The observed lessons rarely aligned with science education reform descriptions of appropriate science instruction. Implications include the need for in-service programs for beginning science teachers, curricular reform for science texts and kits, and explicit instruction of discourse strategies in science methods courses and in-service programs.

The implementation and evaluation of a communication skills training program for oncology nurses.

PubMed

Banerjee, Smita C; Manna, Ruth; Coyle, Nessa; Penn, Stacey; Gallegos, Tess E; Zaider, Talia; Krueger, Carol A; Bialer, Philip A; Bylund, Carma L; Parker, Patricia A

2017-09-01

Many nurses express difficulty in communicating with their patients, especially in oncology settings where there are numerous challenges and high-stake decisions during the course of diagnosis and treatment. Providing specific training in communication skills is one way to enhance the communication between nurses and their patients. We developed and implemented a communication skills training program for nurses, consisting of three teaching modules: responding empathically to patients; discussing death, dying, and end-of-life goals of care; and responding to challenging interactions with families. Training included didactic and experiential small group role plays. This paper presents results on program evaluation, self-efficacy, and behavioral demonstration of learned communication skills. Three hundred forty-two inpatient oncology nurses participated in a 1-day communication skills training program and completed course evaluations, self-reports, and pre- and post-standardized patient assessments. Participants rated the training favorably, and they reported significant gains in self-efficacy in their ability to communicate with patients in various contexts. Participants also demonstrated significant improvement in several empathic skills, as well as in clarifying skill. Our work demonstrates that implementation of a nurse communication skills training program at a major cancer center is feasible and acceptable and has a significant impact on participants' self-efficacy and uptake of communication skills.

Invention and Innovation: A Standards-Based Middle School Model Course Guide. Advancing Technological Literacy: ITEA Professional Series

ERIC Educational Resources Information Center

International Technology Education Association (ITEA), 2005

2005-01-01

This guide presents a model for a standards-based contemporary technology education course for the middle school. This model course guide features an exploratory curriculum thrust for a cornerstone middle level course. It provides teachers with an overview of the concept, suggestions for planning the course, and ideas for developing…

Measuring Course Competencies in a School of Business: The Use of Standardized Curriculum and Rubrics

ERIC Educational Resources Information Center

Gibson, Jane Whitney

2011-01-01

This paper examines the growing emphasis on measurement of course competencies by individual college students through two course examples, an undergraduate course in managing change and conflict and a graduate course in human resource management. The author explains how standardized curriculum and assignment rubrics are being used to measure…

Course Management Systems for Learning: Beyond Accidental Pedagogy

ERIC Educational Resources Information Center

McGee, Patricia; Carmean, Colleen; Jafari, Ali

2005-01-01

"Course Management Systems for Learning: Beyond Accidental Pedagogy" is a comprehensive overview of standards, practices and possibilities of course management systems in higher education. "Course Management Systems for Learning: Beyond Accidental Pedagogy" focuses on what the current knowledge is (in best practices, research, standards and…

Effects of mindfulness meditation on chronic pain: a randomized controlled trial.

PubMed

la Cour, Peter; Petersen, Marian

2015-04-01

This randomized controlled clinical trial investigated the effects of mindfulness meditation on chronic pain. A total of 109 patients with nonspecific chronic pain were randomized to either a standardized mindfulness meditation program (mindfulness-based stress reduction [MBSR]) or to a wait list control. Pain, physical function, mental function, pain acceptance, and health-related quality of life were measured. The SF36 vitality scale was chosen as the primary outcome measure; the primary end point was after completing the MBSR course. Within a 2.5-year period, 43 of the 109 randomized patients completed the mindfulness program, while 47 remained in the control group. Data were compared at three time points: at baseline, after completion of the course/waiting period, and at the 6-month follow-up. Significant effect (Cohen's d = 0.39) was found on the primary outcome measure, the SF36 vitality scale. On the secondary variables, significant medium to large size effects (Cohen's d = 0.37-0.71) were found for lower general anxiety and depression, better mental quality of life (psychological well-being), feeling in control of the pain, and higher pain acceptance. Small (nonsignificant) effect sizes were found for pain measures. There were no significant differences in the measures just after the intervention vs the 6-month follow-up. A standardized mindfulness program (MBSR) contributes positively to pain management and can exert clinically relevant effects on several important dimensions in patients with long-lasting chronic pain. © 2014 American Academy of Pain Medicine.

PGY-1 surgery preparatory course design: identification of key curricular components.

PubMed

Antonoff, Mara B; D'Cunha, Jonathan

2011-01-01

The importance of preparing senior medical students (SMS) for surgical internship is clear, and initiatives to standardize such curricula are of national interest. Less clear, however, are the specific subject areas most important for inclusion in such courses. In this study, we aimed to identify key curricular components in the development of a PGY-1 Surgery Preparatory Course. A month-long PGY-1 preparatory course was offered to SMS entering surgical residencies, consisting of 55 sessions providing instruction in 3 main areas: 19 Ward Management Tasks (WMT), 12 Operative and Technical Skills (OTS), and 4 Professionalism Skillsets (PS). To determine curricular topics most valued and needed by students, data were reviewed from precourse and postcourse surveys, knowledge tests, and performance examinations. Pretest/posttest scores were compared using t-tests, α = 0.05. In all, 22 SMS enrolled in the course. Prior to course participation, students placed greatest importance on WMT (4.35 ± 0.05) over OTS (4.09 ± 0.06) and PS (3.90 ± 0.15), p < 0.05. Precourse confidence levels were lowest in WMT (2.28 ± 0.12), versus OTS (2.41 ± 0.20) and PS (3.50 ± 0.30). Mean pretest scores were 54.8 ± 2.1% in WMT and 82.7 ± 2.5% in OTS, with significant improvement to 82.2 ± 1.9% and 93.2 ± 1.3%, respectively (p < 0.05 for both), further showing greater need for instruction in WMT. SMS participating in a PGY-1 Surgery Preparatory Course identified WMT as more important than OTS and PS. Further, they demonstrated the lowest precourse confidence in this area and found that course participation most dramatically improved their perceived ability to execute these types of tasks. As efforts continue to formalize the transition from medical school to surgical residency, these findings will be instrumental in developing standardized curricula. Copyright © 2011 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

A CAD (Classroom Assessment Design) of a Computer Programming Course

ERIC Educational Resources Information Center

Hawi, Nazir S.

2012-01-01

This paper presents a CAD (classroom assessment design) of an entry-level undergraduate computer programming course "Computer Programming I". CAD has been the product of a long experience in teaching computer programming courses including teaching "Computer Programming I" 22 times. Each semester, CAD is evaluated and modified…

Student Engagement and Empowerment Through Earth System Science

NASA Astrophysics Data System (ADS)

Low, R.; Schnurrenberger, D.

2001-12-01

Through ESSEA's curricula, we promote empowerment of our diverse student body through access to excellence in science education and technology. Global change, by virtue of its economic relevance and environmental urgency, engages students in science inquiry. Global change is emerging as a political issue as countries with fewer resources are less able to buffer their economic systems from hardships resulting from climatic change. The ESS and global change emphasis facilitates in-depth classroom examination of the social ramifications of science and technology as required by Minnesota's state science standards. Access to ESSEA courses for in-service teachers is promoted by several programmatic initiatives of the University of Minnesota. High school and undergraduate versions of the on-line course are now in development. Summer research experiences for teachers, research projects by secondary classrooms tracking local environmental change, and involvement of graduate student scientists as on-line mentors of the ESSEA courses are components of a broader program that is building a multidisciplinary science-based learning community in Minnesota. ESSEA is the flagship program of Science CentrUM, a consortium of science and education colleges at the University of Minnesota promoting excellence in science education through content-based professional development for K-12 educators.

National Solar Energy Education Directory. First Edition.

ERIC Educational Resources Information Center

Corcoleotes, George; And Others

Presented are listings of solar-related courses, programs, and curricula at about 700 post-secondary institutions nationwide. Included under each institutional entry are separate listings of courses on programs. Each course on program description includes: (1) the instructor and his telephone number; (2) course number; (3) department responsible…

CS 237--Fortran for Business. Course Guide.

ERIC Educational Resources Information Center

Chang, Y. F.; And Others

This guide was prepared for a lectureless two-semester-credit introductory programming course for business students at the University of Nebraska. The guide lays out course objectives, course mechanics, exercises and programming assignments, and describes the SIMPLE program editor and job submission system in use at the university. However,…

Prevalence of Evaluation Method Courses in Education Leader Doctoral Preparation

ERIC Educational Resources Information Center

Shepperson, Tara L.

2013-01-01

This exploratory study investigated the prevalence of single evaluation methods courses in doctoral education leadership programs. Analysis of websites of 132 leading U.S. university programs found 62 evaluation methods courses in 54 programs. Content analysis of 49 course catalog descriptions resulted in five categories: survey, planning and…

Collaborative Learning Works! Resources for Faculty

NASA Astrophysics Data System (ADS)

Brissenden, G. A.; Mathieu, R. D.; National InstituteScience Education; College Level-One Team

2000-12-01

Recent calls for instructional innovation in college Science, Mathematics, Engineering, and Technology (SMET) courses highlight the need for a solid foundation of education research at the undergraduate level on which to base policy and practice. We report the results of a meta-analysis that integrates research on undergraduate SMET education since 1980. The meta-analysis demonstrates that various forms of small-group learning are effective in promoting greater academic achievement, more favorable attitudes toward learning, and increased persistence through SMET courses and programs. Specifically, the effect of small-group learning on achievement reported in this study would move a student from the 50th percentile to the 70th percentile on a standardized test. Similarly, the effect on students'persistence is enough to reduce attrition from SMET courses and programs by 22 widespread implementation of small-group learning in college SMET courses. We have created a Collaborative Learning website designed to assist instructors who wish to incorporate collaborative learning in their lectures, classrooms, and laboratories. The site provides straightforward, easy-to-use ideas for those just getting started, extensive additional resources for those already using small-group techniques, and the educational research foundation for the use of collaborative learning (including the meta-analysis). The Collaborative Learning site can be found at the NISE "Innovations in SMET Education" website at www.wcer.wisc.edu/nise/cl1

Paramedic. Florida Vocational Program Guide.

ERIC Educational Resources Information Center

Florida State Univ., Tallahassee. Center for Instructional Development and Services.

This program guide identifies primary considerations in the organization, operation, and evaluation of a paramedic program. An occupational description and program content are presented. A curriculum framework specifies the exact course title, course number, levels of instruction, major course content, laboratory activities, special notes, major…

Marketing and Distribution. Florida Vocational Program Guide.

ERIC Educational Resources Information Center

Florida State Univ., Tallahassee. Center for Instructional Development and Services.

This program guide identifies primary considerations in the organization, operation, and evaluation of a marketing education program. An occupational description and program content are presented. A curriculum framework specifies the exact course title, course number, levels of instruction, major course content, laboratory activities, special…

Accuracy of Course Placement Validity Statistics under Various Soft Truncation Conditions. ACT Research Report Series 99-2.

ERIC Educational Resources Information Center

Schiel, Jeff L.; King, Jason E.

Analyses of data from operational course placement systems are subject to the effects of truncation; students with low placement test scores may enroll in a remedial course, rather than a standard-level course, and therefore will not have outcome data from the standard course. In "soft" truncation, some (but not all) students who score…

[The quality of medication orders--can it be improved?].

PubMed

Vaknin, Ofra; Wingart-Emerel, Efrat; Stern, Zvi

2003-07-01

Medication errors are a common cause of morbidity and mortality among patients. Medication administration in hospitals is a complicated procedure with the possibility of error at each step. Errors are most commonly found at the prescription and transcription stages, although it is known that most errors can easily be avoided through strict adherence to standardized procedure guidelines. In examination of medication errors reported in the hospital in the year 2000, we found that 38% reported to have resulted from transcription errors. In the year 2001, the hospital initiated a program designed to identify faulty process of orders in an effort to improve the quality and effectiveness of the medication administration process. As part of this program, it was decided to check and evaluate the quality of the written doctor's orders and the transcription of those orders to the nursing cadre, in various hospital units. The study was conducted using a questionnaire which checked compliance to hospital standards with regard to the medication administration process, as applied to 6 units over the course of 8 weeks. Results of the survey showed poor compliance to guidelines on the part of doctors and nurses. Only 18% of doctors' orders in the study and 37% of the nurses' transcriptions were written according to standards. The Emergency Department showed an even lower compliance with only 3% of doctors' orders and 25% of nurses' transcriptions complying to standards. As a result of this study, it was decided to initiate an intensive in-service teaching course to refresh the staff's knowledge of medication administration guidelines. In the future it is recommended that hand-written orders be replaced by computerized orders in an effort to limit the chance of error.

Improving Consistency in Large Laboratory Courses: A Design for a Standardized Practical Exam

ERIC Educational Resources Information Center

Chen, Xinnian; Graesser, Donnasue; Sah, Megha

2015-01-01

Laboratory courses serve as important gateways to science, technology, engineering, and mathematics education. One of the challenges in assessing laboratory learning is to conduct meaningful and standardized practical exams, especially for large multisection laboratory courses. Laboratory practical exams in life sciences courses are frequently…

Education: The Heart of the Matter.

PubMed

Morriss, Wayne W; Milenovic, Miodrag S; Evans, Faye M

2018-04-01

There are inadequate numbers of anesthesia providers in many parts of the world. Good quality educational programs are needed to increase provider numbers, train leaders and teachers, and increase knowledge and skills. In some countries, considerable external support may be required to develop self-sustaining programs. There are some key themes related to educational programs in low- and middle-income countries:(1) Programs must be appropriate for the local environment-there is no "one-size-fits-all" program. In some countries, nonuniversity programs may be appropriate for training providers.(2) It is essential to train local teachers-a number of short courses provide teacher training. Overseas attachments may also play an important role in developing leadership and teaching capacity.(3) Interactive teaching techniques, such as small-group discussions and simulation, have been incorporated into many educational programs. Computer learning and videoconferencing offer additional educational possibilities.(4) Subspecialty education in areas such as obstetric anesthesia, pediatric anesthesia, and pain management are needed to develop leadership and increase capacity in subspecialty areas of practice. Examples include short subspecialty courses and clinical fellowships.(5) Collaboration and coordination are vital. Anesthesiologists need to work with ministries of health and other organizations to develop plans that are matched to need. External organizations can play an important role.(6) Excellent education is required at all levels. Training guidelines could help to standardize and improve training. Resources should be available for research, as well as monitoring and evaluation of educational programs.

An analysis of Australian graduate critical care nurse education.

PubMed

Gill, Fenella J; Leslie, Gavin D; Grech, Carol; Latour, Jos M

2015-01-01

Preparation of specialist critical care nurses in Australia is at graduate level, although there remains considerable variation in courses offered in relation to qualification, content, assessment and outcomes. As higher education providers must now comply with the Australian Qualifications Framework (AQF) a study was conducted to examine existing critical care courses and graduate practice outcomes. Twenty-two critical care courses were reviewed. Data sources included course provider, websites, course curricula and telephone interviews with course coordinators. A framework approach, was used consisting of five key stages: preliminary immersion of raw data, conceptualising a thematic framework, indexing, charting, mapping and interpretation of data. Analysis revealed considerable variations in course delivery and graduate practice outcomes. Most courses used professional competency standards as a framework for course curricula and clinical assessment, with inconsistency in their translation to graduate practice outcomes. Twenty-one courses included clinical assessment at graduate certificate level with no clinical assessment conducted at master level. The expected practice outcome for fifteen courses was safe practice with graduates not expected to practice at a specialist or team leadership level. Minimum graduate practice standards were not included in three courses as an expected outcome. The AQF requires graduate nurse education to be compliant with academic outcome standards. The findings of our study indicate variations between courses and subsequent graduate practice outcomes. It is therefore timely to establish national critical care education graduate practice standards.

Patient Care Assistant. Florida Vocational Program Guide.

ERIC Educational Resources Information Center

Florida State Univ., Tallahassee. Center for Instructional Development and Services.

This program guide identifies primary considerations in the organization, operation, and evaluation of a patient care assistant program. An occupational description and program content are presented. A curriculum framework specifies the exact course title, course number, levels of instruction, major course content, laboratory activities, special…

Impact of a novel, resource appropriate resuscitation curriculum on Nicaraguan resident physician’s management of cardiac arrest

PubMed Central

2016-01-01

Purpose: Project Strengthening Emergency Medicine, Investing in Learners in Latin America (SEMILLA) created a novel, language and resource appropriate course for the resuscitation of cardiac arrest for Nicaraguan resident physicians. We hypothesized that participation in the Project SEMILLA resuscitation program would significantly improve the physician’s management of simulated code scenarios. Methods: Thirteen Nicaraguan resident physicians were evaluated while managing simulated cardiac arrest scenarios before, immediately, and at 6 months after participating in the Project SEMILLA resuscitation program. This project was completed in 2014 in Leon, Nicaragua. The Cardiac Arrest Simulation Test (CASTest), a validated scoring system, was used to evaluate performance on a standardized simulated cardiac arrest scenario. Mixed effect logistic regression models were constructed to assess outcomes. Results: On the pre-course simulation exam, only 7.7% of subjects passed the test. Immediately post-course, the subjects achieved a 30.8% pass rate and at 6 months after the course, the pass rate was 46.2%. Compared with pre-test scores, the odds of passing the CASTest at 6 months after the course were 21.7 times higher (95% CI 4.2 to 112.8, P<0.001). Statistically significant improvement was also seen on the number of critical items completed (OR=3.75, 95% CI 2.71-5.19), total items completed (OR=4.55, 95% CI 3.4-6.11), and number of “excellent” scores on a Likert scale (OR=2.66, 95% CI 1.85-3.81). Conclusions: Nicaraguan resident physicians demonstrate improved ability to manage simulated cardiac arrest scenarios after participation in the Project SEMILLA resuscitation course and retain these skills. PMID:27378010

Effects of the learning assistant experience on in-service teachers' practices

NASA Astrophysics Data System (ADS)

Gray, Kara E.; Webb, David C.; Otero, Valerie K.

2012-02-01

The Colorado Learning Assistant (LA) Program serves as a content-specific supplement to standard teacher preparation programs. In addition to transforming undergraduate STEM courses, it recruits and prepares math and science majors for teaching careers by involving university STEM faculty. The research reported here compares the teaching practices of in-service teachers who participated in the LA experience as undergraduates to a comparison group of teachers who did not participate in the LA program as undergraduates but were certified to teach through the same program. We report on teachers' views of assessments and differences in their teaching practices. This analysis is based on interviews with approximately 30 teachers and observations of their classrooms throughout their induction years of teaching. This work considers how the LA program may help improve current teacher preparation models.

The Development of QM-Fudan Higher Education Online Course Quality Standards: Some Results and Analysis

ERIC Educational Resources Information Center

Ding, Yan; Gao, Yaping; Lu, Fang

2017-01-01

This paper aims to examine whether and how the US-based Quality Matters (QM) Higher Education Rubric-Design Standards for Online and Blended Courses apply to the Chinese higher education environment. Suitability and matchability of QM Standards are respectively examined through a questionnaire and course reviews at Fudan University, a leading…

Interprofessional Communities of Practice in Continuing Medical Education for Promoting and Sustaining Practice Change: A Prospective Cohort Study.

PubMed

Barker, Megan; Lecce, Julia; Ivanova, Anna; Zawertailo, Laurie; Dragonetti, Rosa; Selby, Peter

2018-01-01

Standard knowledge delivery formats for CME may have limited impact on long-term practice change. A community of practice (CoP) is one tool that may enhance competencies and support practice change. This study explores the utility of an interprofessional CoP as an adjunct to a CME program in tobacco addiction treatment (Training Enhancement in Applied Counselling and Health [TEACH] Project) to promote and sustain practice change. A prospective cohort design was utilized to examine the long-term impact of the TEACH CoP on practice change. An online survey was administered to TEACH-trained practitioners to assess perceived feasibility, importance, and confidence related to course competencies, involvement in TEACH CoP activities, engagement in knowledge transfer (KT), and implementation of new programming. Chi-square tests were used to detect differences in KT and program development associated with CoP participation. Course competency scores from immediate postcourse surveys and long-term follow-up surveys were compared. No significant differences in participant characteristics were found between those who did (n = 300) and did not (n = 122) participate in the TEACH CoP. Mean self-perceived competency scores were greater immediately after course than at long-term follow-up; however, self-ratings of competency in pharmacological interventions and motivational interviewing were higher at follow-up. TEACH CoP participation was associated with significantly greater engagement in KT and implementation of new programming after training. The findings from this evaluation suggest the value of interprofessional CoPs offered posttraining as a mechanism to enhance practice. CME providers should consider offering CoPs as a component of training programs to promote and sustain practice change.

Respiratory Therapy and Respiratory Therapy Technician. Florida Vocational Program Guide.

ERIC Educational Resources Information Center

Florida State Univ., Tallahassee. Center for Instructional Development and Services.

This program guide identifies primary considerations in the organization, operation, and evaluation of respiratory therapy and respiratory therapy technician programs. An occupational description and program content are presented. The curriculum framework specifies the exact course title, course number, levels of instruction, major course content,…

Laser Electro-Optic Technology. Florida Vocational Program Guide.

ERIC Educational Resources Information Center

University of South Florida, Tampa. Dept. of Adult and Vocational Education.

This program guide identifies primary considerations in the organization, operation, and evaluation of a laser electro-optic technology program. An occupational description and program content are presented. A curriculum framework specifies the exact course title, course number, levels of instruction, major course content, laboratory activities,…

Natural Resources and Forest Ecology. Florida Vocational Program Guide.

ERIC Educational Resources Information Center

Florida State Univ., Tallahassee. Center for Instructional Development and Services.

This program guide identifies primary considerations in the organization, operation, and evaluation of a natural resources and forest ecology program. Program content is presented first. A curriculum framework specifies the exact course title, course number, levels of instruction, major course content, laboratory activities, special notes, major…

Assessment in Online Courses: How Are Counseling Skills Evaluated?

ERIC Educational Resources Information Center

Cicco, Gina

2011-01-01

Online courses are a necessary addition to most graduate education programs. Offering students the option of completing program requirements online makes the program more competitive, convenient, and attractive. Responsible online instructors and program administrators must consider whether or not specific courses that are offered in the…

Receptionist and Communication Systems Operation. Florida Vocational Program Guide.

ERIC Educational Resources Information Center

Florida State Univ., Tallahassee. Center for Instructional Development and Services.

This program guide identifies primary considerations in the organization, operation, and evaluation of a receptionist and communication systems operation program. An occupational description and program content are presented. A curriculum framework specifies the exact course title, course number, levels of instruction, major course content,…

FORTRAN programming - A self-taught course

NASA Technical Reports Server (NTRS)

Blecher, S.; Butler, R. V.; Horton, M.; Norrod, V.

1971-01-01

Comprehensive programming course begins with numerical systems and basic concepts, proceeds systematically through FORTRAN language elements, and concludes with discussion of programming techniques. Course is suitable either for individual study or for group study on informal basis.

Health economics and outcomes research fellowship practices reviewed.

PubMed

Suh, Kangho; Gabriel, Susan; Adams, Michelle A; Arcona, Steve

2015-01-01

The guidelines for health economics and outcomes research (HEOR) fellowship training programs devised by the American College of Clinical Pharmacy (ACCP) and the International Society of Pharmacoeconomics and Outcomes Research (ISPOR) suggest that continuous improvements are made to ensure that postgraduate training through didactic and professional experiences prepare fellows for HEOR research careers. The HEOR Fellowship Program at Novartis Pharmaceuticals Corporation was standardized to enhance the fellows' HEOR research understanding and align professional skill sets with the ACCP-ISPOR Fellowship Program Guidelines. Based on feedback from an internal task force comprised of HEOR employees and current and former fellows, the HEOR Fellowship Program was normatively and qualitatively assessed to evaluate the current curricular program. Fellowship program activities were instituted to ensure that the suggested minimum level requirements established by the guidelines were being met. Research opportunities enabling fellows to work hand-in-hand with other fellows and HEOR professionals were emphasized. Curricular enhancements in research methodology and professional training and development, and materials for a structured journal club focusing on specific methodological and HEOR research topics were developed. A seminar series (e.g., creating SMART Goals, StrengthsFinder 2.0) and professional courses (e.g., ISPOR short courses, statistics.com) were included to enhance the fellows' short- and long-term professional experience. Additional program attributes include an online reference library developed to enrich the current research facilities and a Statistical Analysis Software training program. Continuously assessing and updating HEOR fellowship programs keeps programs up-to-date in the latest HEOR concepts and approaches used to evaluate health care, both professionally and educationally. Copyright © 2015 Elsevier Inc. All rights reserved.

Florida Course Descriptions: Exceptional Student Education, Grades 9-12, 1999 Revisions. Suggested Course Performance Objectives.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Bureau of Instructional Support and Community Services.

This document presents the full revised course descriptions for Florida exceptional student education in grades 9-12. Courses incorporate the Florida standards for a special diploma. Requirements include a list of related benchmarks from the state standards for each level of functioning: independent, supported, and participatory. Introductory…

Energy-Efficiency Labels and Standards: A Guidebook forAppliances, Equipment, and Lighting - 2nd Edition

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wiel, Stephen; McMahon, James E.

2005-04-28

Energy-performance improvements in consumer products are an essential element in any government's portfolio of energy-efficiency and climate change mitigation programs. Governments need to develop balanced programs, both voluntary and regulatory, that remove cost-ineffective, energy-wasting products from the marketplace and stimulate the development of cost-effective, energy-efficient technology. Energy-efficiency labels and standards for appliances, equipment, and lighting products deserve to be among the first policy tools considered by a country's energy policy makers. The U.S. Agency for International Development (USAID) and several other organizations identified on the cover of this guidebook recognize the need to support policy makers in their efforts tomore » implement energy-efficiency standards and labeling programs and have developed this guidebook, together with the Collaborative Labeling and Appliance Standards Program (CLASP), as a primary reference. This second edition of the guidebook was prepared over the course of the past year, four years after the preparation of the first edition, with a significant contribution from the authors and reviewers mentioned previously. Their diligent participation helps maintain this book as the international guidance tool it has become. The lead authors would like to thank the members of the Communications Office of the Environmental Energy Technologies Division, Lawrence Berkeley National Laboratory for their support in the development, production, and distribution of the guidebook. This guidebook is designed as a manual for government officials and others around the world responsible for developing, implementing, enforcing, monitoring, and maintaining labeling and standards setting programs. It discusses the pros and cons of adopting energy-efficiency labels and standards and describes the data, facilities, and institutional and human resources needed for these programs. It provides guidance on the design, development, implementation, maintenance, and evaluation of the programs and on the design of the labels and standards themselves. In addition, it directs the reader to references and other resources likely to be useful in conducting the activities described and includes a chapter on energy policies and programs that complement appliance efficiency labels and standards. This guidebook attempts to reflect the essential framework of labeling and standards programs. It is the intent of the authors and sponsor to distribute copies of this book worldwide, at no charge, for the general public benefit. The guidebook is also available on the web at www.clasponline.org and may be downloaded to be used intact or piecemeal for whatever beneficial purposes readers may conceive.« less

Energy-efficiency labels and standards: A guidebook for appliances, equipment and lighting

DOE Office of Scientific and Technical Information (OSTI.GOV)

McMahon, James E.; Wiel, Stephen

2001-02-16

Energy-performance improvements in consumer products are an essential element in any government's portfolio of energy-efficiency and climate change mitigation programs. Governments need to develop balanced programs, both voluntary and regulatory, that remove cost-ineffective, energy-wasting products from the marketplace and stimulate the development of cost-effective, energy-efficient technology. Energy-efficiency labels and standards for appliances, equipment, and lighting products deserve to be among the first policy tools considered by a country's energy policy makers. The U.S. Agency for International Development (USAID) and the United Nations Foundation (UNF) recognize the need to support policy makers in their efforts to implement energy-efficiency standards and labelingmore » programs and have developed this guidebook, together with the Collaborative Labeling and Appliance Standards Program (CLASP), as a primary reference. This guidebook was prepared over the course of the past year with significant contribution from the authors and reviewers mentioned previously. Their diligent participation has made this the international guidance tool it was intended to be. The lead authors would also like to thank the following individuals for their support in the development, production, and distribution of the guidebook: Marcy Beck, Elisa Derby, Diana Dhunke, Ted Gartner, and Julie Osborn of Lawrence Berkeley National Laboratory as well as Anthony Ma of Bevilacqua-Knight, Inc. This guidebook is designed as a manual for government officials and others around the world responsible for developing, implementing, enforcing, monitoring, and maintaining labeling and standards-setting programs. It discusses the pros and cons of adopting energy-efficiency labels and standards and describes the data, facilities, and institutional and human resources needed for these programs. It provides guidance on the design, development, implementation, maintenance, and evaluation of the programs and on the design of the labels and standards themselves. In addition, it directs the reader to references and other resources likely to be useful in conducting the activities described and includes a chapter on energy policies and programs that complement appliance efficiency labels and standards. This guidebook attempts to reflect the essential framework of labeling and standards programs. It is the intent of the authors and sponsors to distribute copies of this book worldwide at no charge for the general public benefit. The guidebook is also available on the web at www.CLASPonline.org and can be downloaded to be used intact or piecemeal for whatever beneficial purposes readers may conceive.« less

Mississippi Curriculum Framework for Horticulture Technology Cluster (Program CIP: 01.0601--Horticulture Serv. Op. & Mgmt., Gen.) (Program CIP: 01.0605--Landscaping Op. & Mgmt.). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the horticulture technology programs cluster. Presented in the introductory section are a framework of programs and courses, description of the programs, and suggested course sequences for…

Research-Based Online Course Development for Special Education Teacher Preparation

ERIC Educational Resources Information Center

Johnson, Lewis R.

2004-01-01

Distance education utilizing online courses has emerged as an area of program development for many teacher education programs. Online course learning management systems, such as Blackboard.com, have made putting a course online a relatively simple task; however, in many cases, the online course is little more than a correspondence course with a…

A Self-Paced Introductory Programming Course

ERIC Educational Resources Information Center

Gill, T. Grandon; Holton, Carolyn F.

2006-01-01

In this paper, a required introductory programming course being taught to MIS undergraduates using the C++ programming language is described. Two factors make the objectives of the course--which are to provide students with an exposure to the logical organization of the computer in addition to teaching them basic programming logic--particularly…

Program and Course Approval Handbook. Fifth Edition

ERIC Educational Resources Information Center

California Community Colleges, Chancellor's Office, 2013

2013-01-01

This "Program and Course Approval Handbook" assists California Community College (CCC) administrators, faculty, and staff in the development of programs and courses and the submission of these proposals for review by the Chancellor's Office. By law, the Chancellor is required to prepare and distribute a handbook for program and course…

Effects of training students to identify the semantic base of prose materials

PubMed Central

Glover, John A.; Zimmer, John W.; Filbeck, Robert W.; Plake, Barbara S.

1980-01-01

Feedback and feedback plus points toward a course grade were applied to the attentional behaviors (defined as the ability to identify the semantic base of text passages) of 30 undergraduate students participating in a reading comprehension development program. Correct underlining was increased, extraneous underlining was decreased, and postreading comprehension test scores improved as a result of the procedures. Scores on a standardized test of reading comprehension also increased significantly. PMID:16795637

A remote sensing computer-assisted learning tool developed using the unified modeling language

NASA Astrophysics Data System (ADS)

Friedrich, J.; Karslioglu, M. O.

The goal of this work has been to create an easy-to-use and simple-to-make learning tool for remote sensing at an introductory level. Many students struggle to comprehend what seems to be a very basic knowledge of digital images, image processing and image arithmetic, for example. Because professional programs are generally too complex and overwhelming for beginners and often not tailored to the specific needs of a course regarding functionality, a computer-assisted learning (CAL) program was developed based on the unified modeling language (UML), the present standard for object-oriented (OO) system development. A major advantage of this approach is an easier transition from modeling to coding of such an application, if modern UML tools are being used. After introducing the constructed UML model, its implementation is briefly described followed by a series of learning exercises. They illustrate how the resulting CAL tool supports students taking an introductory course in remote sensing at the author's institution.

Simulation in laparoscopic surgery.

PubMed

León Ferrufino, Felipe; Varas Cohen, Julián; Buckel Schaffner, Erwin; Crovari Eulufi, Fernando; Pimentel Müller, Fernando; Martínez Castillo, Jorge; Jarufe Cassis, Nicolás; Boza Wilson, Camilo

2015-01-01

Nowadays surgical trainees are faced with a more reduced surgical practice, due to legal limitations and work hourly constraints. Also, currently surgeons are expected to dominate more complex techniques such as laparoscopy. Simulation emerges as a complementary learning tool in laparoscopic surgery, by training in a safe, controlled and standardized environment, without jeopardizing patient' safety. Simulation' objective is that the skills acquired should be transferred to the operating room, allowing reduction of learning curves. The use of simulation has increased worldwide, becoming an important tool in different surgical residency programs and laparoscopic training courses. For several countries, the approval of these training courses are a prerequisite for the acquisition of surgeon title certifications. This article reviews the most important aspects of simulation in laparoscopic surgery, including the most used simulators and training programs, as well as the learning methodologies and the different key ways to assess learning in simulation. Copyright © 2013 AEC. Publicado por Elsevier España, S.L.U. All rights reserved.

Preparing Teachers of Pupils with Mental Retardation: Changes in Course Offerings from 1970-1990.

ERIC Educational Resources Information Center

Brusca, Rita M.; Montemurro, Theodore J.

1994-01-01

Comparison of typical courses of study from 1970 to 1990 for students preparing to be teachers of pupils with mental retardation found little change in percentage of programs offering a special course on mental retardation; increased percentage of programs offering cross-categorical courses; and decreased percentage of programs requiring joint…

Biotechnology by Design: An Introductory Level, Project-Based, Synthetic Biology Laboratory Program for Undergraduate Students.

PubMed

Beach, Dale L; Alvarez, Consuelo J

2015-12-01

Synthetic biology offers an ideal opportunity to promote undergraduate laboratory courses with research-style projects, immersing students in an inquiry-based program that enhances the experience of the scientific process. We designed a semester-long, project-based laboratory curriculum using synthetic biology principles to develop a novel sensory device. Students develop subject matter knowledge of molecular genetics and practical skills relevant to molecular biology, recombinant DNA techniques, and information literacy. During the spring semesters of 2014 and 2015, the Synthetic Biology Laboratory Project was delivered to sophomore genetics courses. Using a cloning strategy based on standardized BioBrick genetic "parts," students construct a "reporter plasmid" expressing a reporter gene (GFP) controlled by a hybrid promoter regulated by the lac-repressor protein (lacI). In combination with a "sensor plasmid," the production of the reporter phenotype is inhibited in the presence of a target environmental agent, arabinose. When arabinose is absent, constitutive GFP expression makes cells glow green. But the presence of arabinose activates a second promoter (pBAD) to produce a lac-repressor protein that will inhibit GFP production. Student learning was assessed relative to five learning objectives, using a student survey administered at the beginning (pre-survey) and end (post-survey) of the course, and an additional 15 open-ended questions from five graded Progress Report assignments collected throughout the course. Students demonstrated significant learning gains (p < 0.05) for all learning outcomes. Ninety percent of students indicated that the Synthetic Biology Laboratory Project enhanced their understanding of molecular genetics. The laboratory project is highly adaptable for both introductory and advanced courses.

Laboratory Earth Under the Lens: Diachronic Evaluation of an Integrated Graduate-Level On-Line Earth System Science Course Series for K-12 Educators

NASA Astrophysics Data System (ADS)

Low, R.; Gosselin, D. C.; Haney, C.; Larson-Miller, C.; Bonnstetter, R.; Mandryk, C.

2012-12-01

Educational research strives to identify the pedagogies that promote student learning. However, the body of research identifying the characteristics of effective teacher preparation is "least strong for science," and is largely based on studies of the effectiveness of individual courses or workshops (NRC 2010). The National Research Council's "Preparing Teachers: Building Evidence for Strong Policy," (2010) provides a mandate for teacher education providers to conduct research on program-scale effectiveness. The high priority research agenda identified by the NRC is expected to elicit understanding of the aspects of teacher preparation that critically impact classroom student learning outcomes. The Laboratory Lens project is designed to identify effective practices in a teacher education program, with specific reference to the content domain of Earth science. Now in its fifth year, the Masters of Applied Science (MAS) program at UNL offers a variety of science courses, ranging from entomology to food science. The six-course Lab Earth series serves as the backbone of the Specialization for Science Educators within the MAS program, and provides comprehensive content coverage of all Earth science topics identified in the AAAS Benchmarks. "How People Learn," (NRC 2009) emphasizes that expert knowledge includes not only factual knowledge, but also the well-developed conceptual framework critical to the ability to, "remember, reason, and solve problems." A focus of our research is to document the process by which the transition from novice to expert takes place in Lab Earth's on-line teacher participants. A feature of our research design is the standardization of evaluation instruments across the six courses. We have used data derived from implementation of the Community of Inquiry Survey (COI) in pilot offerings to ensure that the course sequence is effective in developing a community of learners, while developing their content knowledge. A pre- and post- course Wilcoxan Signed Ranks Test is included in the battery of assessments to ensure that the courses achieve a statistically significant increase in participants' beliefs about their personal science teaching efficacy. The research design also includes the analysis of concept maps and content mastery assignments to assist in documentation of a teacher's transition from mastery of novice to expert knowledge. Content-based, course-specific pre and post knowledge surveys are included in the battery of assessments. In the analysis of on-line discussions, the project employs a textual analysis technique outlined in "The Rhetoric of Social Intervention," (RSI) (Opt and Gring 2009). RSI provides a promising analytical framework, especially when examining the development of understanding of scientific topics with societal implications, such as sustainability and climate change. The session provides a description of the integrated research design and data collection and analysis in the first year of this project.

Major challenges to scale up of visual inspection-based cervical cancer prevention programs: the experience of Guatemalan NGOs.

PubMed

Chary, Anita Nandkumar; Rohloff, Peter J

2014-08-01

Like many other low- and middle-income countries, Guatemala has adopted visual inspection with acetic acid (VIA) as a low-resource alternative to the Pap smear for cervical cancer screening. Nongovernmental organizations (NGOs) introduced VIA to Guatemala in 2004, and a growing number of NGOs, working both independently and in collaboration with the Guatemalan Ministry of Health, employ VIA in cervical cancer prevention programs today. While much research describes VIA efficacy and feasibility in Latin America, little is known about NGO involvement with VIA programming or experiences with VIA outside the context of clinical trials and pilot projects in the region. To explore challenges faced by NGOs implementing VIA programs in Guatemala, we conducted semi-structured interviews with 36 NGO staff members involved with 20 VIA programs as direct service providers, program administrators, and training course instructors. Additionally, we collected data through observation at 30 NGO-sponsored cervical cancer screening campaigns, 8 cervical cancer prevention conferences, and 1 week-long NGO-sponsored VIA training course. Frequently highlighted challenges included staff turnover, concerns over training quality, a need for opportunities for continued supervision, and problems with cryotherapy referrals when immediate treatment for VIA-positive women was unavailable. Reducing staff turnover, budgeting to train replacement providers, standardizing training curricula, and offering continued supervision are key strategies to improve VIA service quality and program sustainability. Alternative training methods, such as on-the-job mentoring and course prerequisites of online learning, could help increase training time available for clinical supervision. Efforts should be made to ensure that VIA testing is coupled with immediate cryotherapy, that providers trained in VIA are also trained in cryotherapy, and that cryotherapy supplies and equipment are maintained. Where this is not possible and only VIA screening is available, referral systems must be strengthened.

Major challenges to scale up of visual inspection-based cervical cancer prevention programs: the experience of Guatemalan NGOs

PubMed Central

Chary, Anita Nandkumar; Rohloff, Peter J

2014-01-01

ABSTRACT Background: Like many other low- and middle-income countries, Guatemala has adopted visual inspection with acetic acid (VIA) as a low-resource alternative to the Pap smear for cervical cancer screening. Nongovernmental organizations (NGOs) introduced VIA to Guatemala in 2004, and a growing number of NGOs, working both independently and in collaboration with the Guatemalan Ministry of Health, employ VIA in cervical cancer prevention programs today. While much research describes VIA efficacy and feasibility in Latin America, little is known about NGO involvement with VIA programming or experiences with VIA outside the context of clinical trials and pilot projects in the region. Methods: To explore challenges faced by NGOs implementing VIA programs in Guatemala, we conducted semi-structured interviews with 36 NGO staff members involved with 20 VIA programs as direct service providers, program administrators, and training course instructors. Additionally, we collected data through observation at 30 NGO-sponsored cervical cancer screening campaigns, 8 cervical cancer prevention conferences, and 1 week-long NGO-sponsored VIA training course. Results: Frequently highlighted challenges included staff turnover, concerns over training quality, a need for opportunities for continued supervision, and problems with cryotherapy referrals when immediate treatment for VIA-positive women was unavailable. Conclusions: Reducing staff turnover, budgeting to train replacement providers, standardizing training curricula, and offering continued supervision are key strategies to improve VIA service quality and program sustainability. Alternative training methods, such as on-the-job mentoring and course prerequisites of online learning, could help increase training time available for clinical supervision. Efforts should be made to ensure that VIA testing is coupled with immediate cryotherapy, that providers trained in VIA are also trained in cryotherapy, and that cryotherapy supplies and equipment are maintained. Where this is not possible and only VIA screening is available, referral systems must be strengthened. PMID:25276590

Redesigning Design: Field Testing a Revised Design Rubric Based on iNACOL Quality Course Standards

ERIC Educational Resources Information Center

Adelstein, David; Barbour, Michael K.

2016-01-01

Designers have a limited selection of K-12 online course creation standards to choose from that are not blocked behind proprietary or pay walls. For numerous institutions and states, the use of the iNACOL "National Standards for Quality Online Courses" is becoming a widely used resource. This article presents the final phase in a…

Listening to Early Career Teachers: How Can Elementary Mathematics Methods Courses Better Prepare Them to Utilize Standards-Based Practices in Their Classrooms?

ERIC Educational Resources Information Center

Coester, Lee Anne

2010-01-01

This study was designed to gather input from early career elementary teachers with the goal of finding ways to improve elementary mathematics methods courses. Multiple areas were explored including the degree to which respondents' elementary mathematics methods course focused on the NCTM Process Standards, the teachers' current standards-based…

77 FR 37710 - Notice of Proposed Information Collection

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-22

... to continue the collection of information for two technical training program course effectiveness... approval. This collection is for OSM's Technical Training Program Course Effectiveness Evaluations (1029... collection activity: Title: Technical Training Program Course Effectiveness Evaluation. OMB Control Number...

Developing a Capstone Course within a Health Informatics Program

PubMed Central

Hackbarth, Gary; Cata, Teuta; Cole, Laura

2012-01-01

This article discusses the ongoing development of a health informatics capstone program in a Midwest university from the hiring of a program coordinator to the development of a capstone course, through initial student results. University health informatics programs require a strong academic program to be successful but also require a spirited program coordinator to manage resources and organize an effective capstone course. This is particularly true of health informatics master's programs that support health industry career fields, whereby employers can locate and work with a pool of qualified applicants. The analysis of students’ logs confirms that students’ areas of focus and concern are consistent with course objectives and company work requirements during the work-study portion of the student capstone project. The article further discusses lessons learned and future improvements to be made in the health informatics capstone course. PMID:22783150

Postgraduate training for young psychiatrists--experience of the Berlin Summer School.

PubMed

Mihai, A; Ströhle, A; Maric, N; Heinz, A; Helmchen, H; Sartorius, N

2006-12-01

Growing professional exchange between Eastern and Western European countries increases the possibilities for international postgraduate training courses and by that satisfying the need for rapid and facilitation of travel and migration in the enlarged European Union increase achieving high standards. The purpose of this study was to evaluate a summer school program that trained young Eastern European psychiatrists and to assess the impact of the program on their professional development and future activities. We evaluated the training effect of the first 3 years of the Berlin Summer School with respect to (1) the participants' satisfaction with the topics, quality and originality of the presentations, and (2) long-term effects and implications for their professional career. All participants (N=43) filled out anonymously the evaluation form at the end of each summer school. An evaluation of long-term effects was carried out 2 years later with a questionnaire that was sent via e-mail to all former participants. Participants were most satisfied with practical topics such as "how to prepare a paper", "how to evaluate a paper", or "how to participate in a congress." The appreciation of the presented topics and the appreciation of courses increased in each consecutive summer school. All summer school participants reported that the course had some influence on their future career, and one fifth of the participants felt that their professional development was influenced "a lot". Although limited to 1 week of intensive training, a summer school program can have a longer lasting positive influence on the professional development of the participants. Participants felt that particularly the training of practical skills improved their research performance. Former participants founded an independent multicentric and multinational research group and supported national courses that were organized similar to the Berlin Summer School.

Introducing Hospital Staff to Computer Concepts: An Educational Program

PubMed Central

Kaplan, Bonnie

1981-01-01

An in-house computer education program for hospital staff ran for two years at a large, metropolitan hospital. The program drew physicians, administrators, department heads, secretaries, technicians, and data managers to courses, seminars, and workshops on medical computing. Two courses, an introduction to computer concepts and a programming course, are described and evaluated.

Marketing Education. Alabama Course of Study. Bulletin 1990, No. 55.

ERIC Educational Resources Information Center

Alabama State Dept. of Education, Montgomery.

This course of study provides a framework for the content of a program in marketing education as part of the Alabama vocational education program. The course of study was designed to assist educators in developing and maintaining high quality vocational programs and to ensure uniformity of vocational programs. Following a description of the…

Fieldwork in Geography Education: Defining or Declining? The State of Fieldwork in Canadian Undergraduate Geography Programs

ERIC Educational Resources Information Center

Wilson, Heather; Leydon, Joseph; Wincentak, Joanna

2017-01-01

This paper investigates the prevalence of fieldwork in undergraduate Geography programs in Canada. It examines the presence of fieldwork, provided through both field courses and courses that include fieldwork components, by reviewing program requirements and course offerings in undergraduate geography programs. The research explores the extent to…

Agribusiness Education. Alabama Course of Study. Bulletin 1990, No. 60.

ERIC Educational Resources Information Center

Alabama State Dept. of Education, Montgomery.

This course of study provides a framework for the content of a program in agribusiness education as part of the Alabama vocational education program. The course of study was designed to assist educators in developing and maintaining high quality vocational programs and to ensure uniformity of vocational programs. Following a description of the…

Methods Beyond Methods: A Model for Africana Graduate Methods Training.

PubMed

Best, Latrica E; Byrd, W Carson

2014-06-01

A holistic graduate education can impart not just tools and knowledge, but critical positioning to fulfill many of the original missions of Africana Studies programs set forth in the 1960s and 1970s. As an interdisciplinary field with many approaches to examining the African Diaspora, the methodological training of graduate students can vary across graduate programs. Although taking qualitative methods courses are often required of graduate students in Africana Studies programs, and these programs offer such courses, rarely if ever are graduate students in these programs required to take quantitative methods courses, let alone have these courses offered in-house. These courses can offer Africana Studies graduate students new tools for their own research, but more importantly, improve their knowledge of quantitative research of diasporic communities. These tools and knowledge can assist with identifying flawed arguments about African-descended communities and their members. This article explores the importance of requiring and offering critical quantitative methods courses in graduate programs in Africana Studies, and discusses the methods requirements of one graduate program in the field as an example of more rigorous training that other programs could offer graduate students.

A space standards application to university-class microsatellites: The UNISAT experience

NASA Astrophysics Data System (ADS)

Graziani, Filippo; Piergentili, Fabrizio; Santoni, Fabio

2010-05-01

Hands-on education is recognized as an invaluable tool to improve students' skills, to stimulate their enthusiasm and to educate them to teamwork. University class satellite programs should be developed keeping in mind that education is the main goal and that university satellites are a unique opportunity to make involved students familiar with all the phases of space missions. Moreover university budgets for education programs are much lower than for industrial satellites programs. Therefore two main constraints must be respected: a time schedule fitting with the student course duration and a low economic budget. These have an impact on the standard which can be followed in university class satellite programs. In this paper university-class satellite standardization is discussed on the basis of UNISAT program experience, reporting successful project achievements and lessons learned through unsuccessful experiences. The UNISAT program was established at the Scuola di Ingegneria Aerospaziale by the Group of Astrodynamics of the University of Rome "La Sapienza" (GAUSS) as a research and education program in which Ph.D. and graduate students have the opportunity to gain hands-on experience on small space missions. Four university satellites (UNISAT, UNISAT-2, UNISAT-3, UNISAT-4), weighing about 10 kg, have been designed, manufactured, tested and launched every two years since 2000 in the framework of this program In the paper, after a brief overview of new GAUSS programs, an analysis of the UNISAT satellites ground test campaign is carried out, identifying the most critical procedures and requirements to be fulfilled. Moreover a device for low earth orbit low-cost satellite end-of-life disposal is presented; this system (SIRDARIA) complies with the international guidelines on space debris.

Design with brittle materials - An interdisciplinary educational program

NASA Technical Reports Server (NTRS)

Mueller, J. I.; Bollard, R. J. H.; Hartz, B. J.; Kobayashi, A. S.; Love, W. J.; Scott, W. D.; Taggart, R.; Whittemore, O. J.

1980-01-01

A series of interdisciplinary design courses being offered to senior and graduate engineering students at the University of Washington is described. Attention is given to the concepts and some of the details on group design projects that have been undertaken during the past two years. It is noted that ceramic materials normally demonstrate a large scatter in strength properties. As a consequence, when designing with these materials, the conventional 'mil standards' design stresses with acceptable margins of safety cannot by employed and the designer is forced to accept a probable number of failures in structures of a given brittle material. It is this prediction of the probability of failure for structures of given, well-characterized materials that forms the basis for this series of courses.

Video streaming in nursing education: bringing life to online education.

PubMed

Smith-Stoner, Marilyn; Willer, Ann

2003-01-01

Distance education is a standard form of instruction for many colleges of nursing. Web-based course and program content has been delivered primarily through text-based presentations such as PowerPoint slides and Web search activities. However, the rapid pace of technological innovation is making available more sophisticated forms of delivery such as video streaming. High-quality video streams, created at the instructor's desktop or in basic recording studios, can be produced that build on PowerPoint or create new media for use on the Web. The technology required to design, produce, and upload short video-streamed course content objects to the Internet is described. The preparation of materials, suggested production guidelines, and examples of information presented via desktop video methods are presented.

38 CFR 21.4272 - Collegiate course measurement.

Code of Federal Regulations, 2013 CFR

2013-07-01

... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Administration of Educational Assistance Programs... course, have been admitted without reservation into a graduate or advanced professional program offered...] (d) Course measurement general. When an undergraduate course qualifies for credit-hour measurement...

38 CFR 21.4272 - Collegiate course measurement.

Code of Federal Regulations, 2014 CFR

2014-07-01

... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Administration of Educational Assistance Programs... course, have been admitted without reservation into a graduate or advanced professional program offered...] (d) Course measurement general. When an undergraduate course qualifies for credit-hour measurement...

The current status of education and career paths of students after completion of medical physicist programs in Japan: a survey by the Japanese Board for Medical Physicist Qualification.

PubMed

Kadoya, Noriyuki; Karasawa, Kumiko; Sumida, Iori; Arimura, Hidetaka; Yamada, Syogo

2015-07-01

To standardize educational programs and clinical training for medical physics students, the Japanese Board for Medical Physicist Qualification (JBMP) began to accredit master's, doctorate, and residency programs for medical physicists in 2012. At present, 16 universities accredited by the JBMP offer 22 courses. In this study, we aimed to survey the current status of educational programs and career paths of students after completion of the medical physicist program in Japan. A questionnaire was sent in August 2014 to 32 universities offering medical physicist programs. The questionnaire was created and organized by the educational course certification committee of the JBMP and comprised two sections: the first collected information about the university attended, and the second collected information about characteristics and career paths of students after completion of medical physicist programs from 2008 to 2014. Thirty universities (16 accredited and 14 non-accredited) completed the survey (response rate 94 %). A total of 209, 40, and 3 students graduated from the master's, doctorate, and residency programs, respectively. Undergraduates entered the medical physicist program constantly, indicating an interest in medical physics among undergraduates. A large percentage of the students held a bachelor's degree in radiological technology (master's program 94 %; doctorate program 70 %); graduates obtained a national radiological technologist license. Regarding career paths, although the number of the graduates who work as medical physicist remains low, 7 % with a master's degree and 50 % with a doctorate degree worked as medical physicists. Our results could be helpful for improving the medical physicist program in Japan.

28 CFR 550.51 - Drug abuse education course.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 28 Judicial Administration 2 2012-07-01 2012-07-01 false Drug abuse education course. 550.51... DRUG PROGRAMS Drug Abuse Treatment Program § 550.51 Drug abuse education course. (a) Purpose of the drug abuse education course. All institutions provide a drug abuse education course to: (1) Inform...

28 CFR 550.51 - Drug abuse education course.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Drug abuse education course. 550.51... DRUG PROGRAMS Drug Abuse Treatment Program § 550.51 Drug abuse education course. (a) Purpose of the drug abuse education course. All institutions provide a drug abuse education course to: (1) Inform...

28 CFR 550.51 - Drug abuse education course.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 28 Judicial Administration 2 2011-07-01 2011-07-01 false Drug abuse education course. 550.51... DRUG PROGRAMS Drug Abuse Treatment Program § 550.51 Drug abuse education course. (a) Purpose of the drug abuse education course. All institutions provide a drug abuse education course to: (1) Inform...

28 CFR 550.51 - Drug abuse education course.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 28 Judicial Administration 2 2014-07-01 2014-07-01 false Drug abuse education course. 550.51... DRUG PROGRAMS Drug Abuse Treatment Program § 550.51 Drug abuse education course. (a) Purpose of the drug abuse education course. All institutions provide a drug abuse education course to: (1) Inform...

28 CFR 550.51 - Drug abuse education course.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 28 Judicial Administration 2 2013-07-01 2013-07-01 false Drug abuse education course. 550.51... DRUG PROGRAMS Drug Abuse Treatment Program § 550.51 Drug abuse education course. (a) Purpose of the drug abuse education course. All institutions provide a drug abuse education course to: (1) Inform...

Addressing Drop-Out and Sustained Effort Issues with Large Practical Groups Using an Automated Delivery and Assessment System

ERIC Educational Resources Information Center

de-la-Fuente-Valentin, Luis; Pardo, Abelardo; Kloos, Carlos Delgado

2013-01-01

The acquisition of programming skills specially in introductory programming courses poses an important challenge for freshmen students of engineering programs. These courses require students to devote a sustained effort during the whole course and a failure to do so may contribute to not passing the course. However, it is difficult for the…

EMS-physicians' self reported airway management training and expertise; a descriptive study from the Central Region of Denmark

PubMed Central

2011-01-01

Background Prehospital advanced airway management, including prehospital endotracheal intubation is challenging and recent papers have addressed the need for proper training, skill maintenance and quality control for emergency medical service personnel. The aim of this study was to provide data regarding airway management-training and expertise from the regional physician-staffed emergency medical service (EMS). Methods The EMS in this part of The Central Region of Denmark is a two tiered system. The second tier comprises physician staffed Mobile Emergency Care Units. The medical directors of the programs supplied system data. A questionnaire addressing airway management experience, training and knowledge was sent to the EMS-physicians. Results There are no specific guidelines, standard operating procedures or standardised program for obtaining and maintaining skills regarding prehospital advanced airway management in the schemes covered by this study. 53/67 physicians responded; 98,1% were specialists in anesthesiology, with an average of 17,6 years of experience in anesthesiology, and 7,2 years experience as EMS-physicians. 84,9% reported having attended life support course(s), 64,2% an advanced airway management course. 24,5% fulfilled the curriculum suggested for Danish EMS physicians. 47,2% had encountered a difficult or impossible PHETI, most commonly in a patient in cardiac arrest or a trauma patient. Only 20,8% of the physicians were completely familiar with what back-up devices were available for airway management. Conclusions In this, the first Danish study of prehospital advanced airway management, we found a high degree of experience, education and training among the EMS-physicians, but their equipment awareness was limited. Check-outs, guidelines, standard operating procedures and other quality control measures may be needed. PMID:21303510

Life science students' attitudes, interest, and performance in introductory physics for life sciences: An exploratory study

NASA Astrophysics Data System (ADS)

Crouch, Catherine H.; Wisittanawat, Panchompoo; Cai, Ming; Renninger, K. Ann

2018-06-01

In response to national calls for improved physical sciences education for students pursuing careers in the life sciences and medicine, reformed introductory physics for life sciences (IPLS) courses are being developed. This exploratory study is among the first to assess the effect of an IPLS course on students' attitudes, interest, and performance. The IPLS course studied was the second semester of introductory physics, following a standard first semester course, allowing the outcomes of the same students in a standard course and in an IPLS course to be compared. In the IPLS course, each physics topic was introduced and elaborated in the context of a life science example, and developing students' skills in applying physics to life science situations was an explicitly stated course goal. Items from the Colorado Learning about Science Survey were used to assess change in students' attitudes toward and their interest in physics. Whereas the same students' attitudes declined during the standard first semester course, we found that students' attitudes toward physics hold steady or improve in the IPLS course. In particular, students with low initial interest in physics displayed greater increases in both attitudes and interest during the IPLS course than in the preceding standard course. We also find that in the IPLS course, students' interest in the life science examples is a better predictor of their performance than their pre-IPLS interest in physics. Our work suggests that the life science examples in the IPLS course can support the development of student interest in physics and positively influence their performance.

Optical engineering capstone design projects with industry sponsors

NASA Astrophysics Data System (ADS)

Bunch, Robert M.; Leisher, Paul O.; Granieri, Sergio C.

2014-09-01

Capstone senior design is the culmination of a student's undergraduate engineering education that prepares them for engineering practice. In fact, any engineering degree program that pursues accreditation by the Engineering Accreditation Commission of ABET must contain "a major design experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate engineering standards and multiple realistic constraints." At Rose-Hulman, we offer an interdisciplinary Optical Engineering / Engineering Physics senior design curriculum that meets this requirement. Part of this curriculum is a two-course sequence where students work in teams on a design project leading to a functional prototype. The students begin work on their capstone project during the first week of their senior year. The courses are deliverable-driven and the students are held accountable for regular technical progress through weekly updates with their faculty advisor and mid-term design reviews. We have found that client-sponsored projects offer students an enriched engineering design experience as it ensures consideration of constraints and standards requirements similar to those that they will encounter as working engineers. Further, client-sponsored projects provide teams with an opportunity for regular customer interactions which help shape the product design. The process that we follow in both soliciting and helping to scope appropriate industry-related design projects will be described. In addition, an outline of the capstone course structure as well as methods used to hold teams accountable for technical milestones will be discussed. Illustrative examples of past projects will be provided.

Preparing Physics and Chemistry Teachers at the University of Arizona

NASA Astrophysics Data System (ADS)

Novodvorsky, Ingrid

2006-04-01

Beginning in 2000, science majors at the University of Arizona who wish to teach in middle or high schools have enrolled in the College of Science Teacher Preparation Program (CoS TPP). Students in the program take General Education courses, content courses, and science pedagogy courses that make them eligible for teacher certification. Students can remain in their science degree programs, and take the required science pedagogy courses, or they can enroll in a BS in Science Education degree that includes the pedagogy courses, with concentrations available in Biology, Chemistry, Earth Science, and Physics. Science educators from six different departments, two permanent Adjunct Instructors, and two Teachers in Residence teach the program's courses. (One of the Teachers in Residence is supported by the PhysTEC project.) Most of the pedagogy courses include field experiences in area science classrooms; the program works with some 115 mentor teachers from throughout the Tucson area, who host preservice teachers in their field experiences. In the first six years of the program, 14 program graduates have been chemistry and physics teachers. This compares to a total of six chemistry and physics teachers produced by the College of Education program in the four years preceding the creation of the CoS TPP. In this presentation, I will describe the unique features of the courses that prospective chemistry and physics teachers take and the field experiences in which they participate. In addition, I will describe how PhysTEC-supplied resources have been used to improve the program, and the ways in which we are assessing the program's success.

Preparing minority undergraduate students for successful science careers.

NASA Astrophysics Data System (ADS)

Akundi, Murty

2008-03-01

Xavier University of Louisiana is well known for being number one in graduating the most minority students in physical and biological sciences. The reason for this success is built on the concept of Standards with Sympathy in the Sciences (Triple S). This is an outgrowth of over twenty years of planning and development by the Xavier science faculty to devise a program for preparing and retaining students in the sciences and engineering. Xavier has been successfully conducting for over ten years, Summer Science Academy (SSA) for middle and high school students; Science Technology, Engineering and Mathematics (STEM) Scholars and Howard Hughes Biomedical programs for in-coming freshmen. Recently, through a grant from NSF, we have developed the Experiential Problem-solving and Analytical Reasoning (EPsAR) summer bridge program for in-coming freshmen who were given conditional admission to the university (i.e., those students who scored below the acceptable range for placement into degree mathematics courses). In this program, EPsAR participants will be engaged in problem-solving and critical thinking activities for eight hours per day, five days per week, for six weeks. Additionally, an interdisciplinary approach is taken to convey the mathematical skills learned to relate to physics, chemistry, biology, and computer science. Sixty-six students have participated in the last two years in the EPsAR program. During the first year 23 of 28 students successfully bi-passed the algebra review course and were placed into a degree credit course in mathematics. In the second year, thirty-one (31) of the 38 were advanced to a higher-level mathematics course. Twenty-three (23) out of 38 went on to degree credit math course. To retain students in the sciences peer tutoring in all the science disciplines are made available to students throughout the day for 5 days per week. Faculty and students are available to give guidance to the needed students. The University has established a Graduate Placement Office and a Center for Undergraduate Research to facilitate students' pursuit of gradate studies. The results of these efforts indicate a 40 percent graduation rate in four years and increased to 90 percent in six years in the natural sciences and 50 percent of these graduates pursue graduate/professional careers.

Music Education and the Earth Sciences

NASA Astrophysics Data System (ADS)

Beauregard, J. L.

2011-12-01

Capturing the interest of non-science majors in science classes can be very difficult, no matter what type of science course it is. At Berklee College of Music, this challenge is especially daunting, as all students are majoring in some type of music program. To engage the Berklee students, I am trying to link the material in Earth science courses to music. The connection between Earth science and music is made in several different ways within the curriculum of each class, with the main connection via a final project. For their projects, students can use any creative outlet (or a standard presentation) to illustrate a point related to the course. Many students have chosen to compose original music and perform it for the class. Some examples of their work will be presented. These original compositions allow students to relate course material to their own lives. Additionally, since many of these students will enter professional careers in the performance and recording industries, the potential exists for them to expose large audiences to the issues of Earth sciences through music.

38 CFR 21.4250 - Course and licensing and certification test approval; jurisdiction and notices.

Code of Federal Regulations, 2012 CFR

2012-07-01

... (other than a flight course) not leading to a standard college degree, it must also approve the class... chooses to approve a resident course (other than a flight course) not leading to a standard college degree.... chapter 30, 32, 33, or 35 offered by an institution of higher learning not located in a State; (iv) Any...

38 CFR 21.4250 - Course and licensing and certification test approval; jurisdiction and notices.

Code of Federal Regulations, 2013 CFR

2013-07-01

... (other than a flight course) not leading to a standard college degree, it must also approve the class... chooses to approve a resident course (other than a flight course) not leading to a standard college degree.... chapter 30, 32, 33, or 35 offered by an institution of higher learning not located in a State; (iv) Any...

38 CFR 21.4250 - Course and licensing and certification test approval; jurisdiction and notices.

Code of Federal Regulations, 2014 CFR

2014-07-01

... (other than a flight course) not leading to a standard college degree, it must also approve the class... chooses to approve a resident course (other than a flight course) not leading to a standard college degree.... chapter 30, 32, 33, or 35 offered by an institution of higher learning not located in a State; (iv) Any...

Gender gap or program gap? Students' negotiations of study practice in a course in electromagnetism

NASA Astrophysics Data System (ADS)

Andersson, Staffan; Johansson, Anders

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] This study of achievement differences, as reflected by course grades, on a third-semester electromagnetism course at a Swedish research university was motivated by instructor concerns about gender inequalities. Quantitative analysis showed a gender gap in course grades between female and male students for the period of fall 2007 to spring 2013. Dynamics behind this gap were explored through interpretative discourse analysis on interviews of 21 students who had recently passed the course. A recurring pattern was identified in the interviews. Students described studying electromagnetism as either studying to pass or studying to learn. Their choice of practice was influenced by the significance recognized in the course, which primarily was discussed in relation to program affiliation. Students stressed that perceived differences, in their study context, were larger between students affiliated with different programs than between male and female students on the same program. This was supported by quantitative analysis of course grades in relation to study programs, where the grade difference between female and male students on the same program in most cases were not statistically significant. The gender gap in grades for the whole course was related to different achievements on different programs. Programs further from the discipline of physics had lower mean grades and also enrolled a larger fraction of female students. Society-wide gender differences in interest and study choice are reflected in the grades on this single course. These results displace the achievement gap from the level of individuals to that of programs, and the gender gap from a difference in achievement to a difference in study choice. We discuss the implications of this shift of perspective in relation to gender differences for both research and teaching.

Trade and Industrial Education. Alabama Course of Study. Bulletin 1990, [No.] 57.

ERIC Educational Resources Information Center

Alabama State Dept. of Education, Montgomery.

This course of study provides a framework for the content of a program in trade and industrial education as part of the Alabama vocational education program. The course of study was designed to assist educators in developing and maintaining high quality vocational programs and to ensure uniformity of vocational programs. Following a description of…

A Guide to Business Course Competencies. The Business Program in Virginia.

ERIC Educational Resources Information Center

Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum and Resource Center.

This curriculum guide was developed as a model for schools in Virginia to prepare local programs of studies in business education. The Business Program contains 21 courses plus a 4-year sequence of courses for office specialist and a local option for students with disabilities. This guide contains an overview of the Business Program, information…

Impacts of a Summer Bridge Program in Engineering on Student Retention and Graduation

ERIC Educational Resources Information Center

Cançado, Luciana; Reisel, John R.; Walker, Cindy M.

2018-01-01

A summer bridge program was developed in an engineering program to advance the preparation of incoming freshmen students, particularly with respect to their math course placement. The program was intended to raise the initial math course placement of students who otherwise would begin their engineering studies in courses below Calculus I. One…

Adding New Tools to the Black Bag—Introduction of Ultrasound into the Physical Diagnosis Course

PubMed Central

Amponsah, David; Yang, James; Mendez, Jennifer; Bridge, Patrick; Hays, Gregory; Baliga, Sudhir; Crist, Karen; Brennan, Simone; Jackson, Matt; Dulchavsky, Scott

2010-01-01

INTRODUCTION Ultrasound, a versatile diagnostic modality that permits real-time visualization at the patient’s bedside, can be used as an adjunct in teaching physical diagnosis (PD). Aims: (1) to study the feasibility of incorporating ultrasound into PD courses and (2) determine whether learners can demonstrate image recognition and acquisition skills. PROGRAM DESCRIPTION Three hundred seven second-year medical students were introduced to cardiovascular and abdominal ultrasound scanning after training in the physical examination. This consisted of a demonstration of the ultrasound examination, followed by practice on standardized patients (SPs). Pre-post tests were administered to evaluate students’ knowledge and understanding of ultrasound. Students performed an ultrasound examination during the PD final examination. PROGRAM EVALUATION Pre-post test data revealed significant improvements in image recognition. On the final exam, the highest scores (98.4%) were obtained for the internal jugular vein and lowest scores (74.6%) on the Focused Assessment with Sonography for Trauma images. Eighty-nine percent of students’ surveyed felt ultrasound was a valuable tool for physicians. DISCUSSION An introductory ultrasound course is effective in improving medical students' acquisition and recognition of basic cardiovascular and abdominal ultrasound images. This innovative program demonstrates the feasibility of incorporating portable ultrasound as a learning tool during medical school. Electronic supplementary material The online version of this article (doi:10.1007/s11606-010-1451-5) contains supplementary material, which is available to authorized users. PMID:20697974

Ethics Education in University Aviation Management Programs in the U.S.: Part Two A--The Current Status.

ERIC Educational Resources Information Center

Oderman, Dale B.

2003-01-01

Responses from 41 of 61 college aviation management programs indicated that 12 include ethics as a required course; 24 count an elective course toward graduation, but only 1 offers the course in the department; 22 include ethics in other courses. Few programs have faculty researching ethics, an ethics committee, or guest speakers/seminars on the…

Software Tools: A One-Semester Secondary School Computer Course.

ERIC Educational Resources Information Center

Bromley, John; Lakatos, John

1985-01-01

Provides a course outline, describes equipment and teacher requirements, discusses student evaluation and course outcomes, and details the computer programs used in a high school course. The course is designed to teach students use of the microcomputer as a tool through hands-on experience with a variety of commercial software programs. (MBR)

Scientific, legal, and ethical challenges of end-of-life organ procurement in emergency medicine.

PubMed

Rady, Mohamed Y; Verheijde, Joseph L; McGregor, Joan L

2010-09-01

We review (1) scientific evidence questioning the validity of declaring death and procuring organs in heart-beating (i.e., neurological standard of death) and non-heart-beating (i.e., circulatory-respiratory standard of death) donation; (2) consequences of collaborative programs realigning hospital policies to maximize access of procurement coordinators to critically and terminally ill patients as potential donors on arrival in emergency departments; and (3) ethical and legal ramifications of current practices of organ procurement on patients and their families. Relevant publications in peer-reviewed journals and government websites. Scientific evidence undermines the biological criteria of death that underpin the definition of death in heart-beating (i.e., neurological standard) and non-heart-beating (i.e., circulatory-respiratory standard) donation. Philosophical reinterpretation of the neurological and circulatory-respiratory standards in the death statute, to avoid the appearance of organ procurement as an active life-ending intervention, lacks public and medical consensus. Collaborative programs bundle procurement coordinators together with hospital staff for a team-huddle and implement a quality improvement tool for a Rapid Assessment of Hospital Procurement Barriers in Donation. Procurement coordinators have access to critically ill patients during the course of medical treatment with no donation consent and with family or surrogates unaware of their roles. How these programs affect the medical care of these patients has not been studied. Policies enforcing end-of-life organ procurement can have unintended consequences: (1) erosion of care in the patient's best interests, (2) lack of transparency, and (3) ethical and legal ramifications of flawed standards of declaring death. Copyright 2010 Elsevier Ireland Ltd. All rights reserved.

Global Standards for Enhancing Quality in Online Learning

ERIC Educational Resources Information Center

Martin, Florence; Polly, Drew; Jokiaho, Annika; May, Birgit

2017-01-01

The quality of online courses offered has been a topic of discussion in the recent years, and efforts have been taken to establish standards for developing online courses. In this study, the authors review 12 online learning standard documents and examine the standards included in each of these documents. The largest number of standards were in…

Teaching EBP Using Game-Based Learning: Improving the Student Experience.

PubMed

Davidson, Sandra J; Candy, Laurie

2016-08-01

Evidence-based practice (EBP) is considered a key entry to practice competency for nurses. However, many baccalaureate nursing programs continue to teach "traditional" nursing research courses that fail to address many of the critical knowledge, skills, and attitudes that foster EBP. Traditional classroom teaching strategies do little to promote the development of competencies critical for engaging in EBP in clinical contexts. The purpose of this work was to develop, implement, and evaluate an innovative teaching strategy aimed at improving student learning, engagement and satisfaction in an online EBP course. The goals of this paper are to: (1) describe the process of course development, (2) describe the innovative teaching strategy, and (3) discuss the outcomes of the pilot course offered using game-based learning. A midterm course-specific survey and standard institutional end of course evaluations were used to evaluate student satisfaction. Game platform analytics and thematic analysis of narrative comments in the midterm and end of course surveys were used to evaluate students' level of engagement. Student learning was evaluated using the end of course letter grade. Students indicated a high satisfaction with the course. Student engagement was also maintained throughout the course. The majority of students (87%, 26/30) continued to complete learning quests in the game after achieving the minimum amount of points to earn an A. Seven students completed every learning quest available in the game platform. Of the 30 students enrolled in the course, 17 students earned a final course grade of A+ and 13 earned an A. Provide students with timely, individualized feedback to enable mastery learning. Create student choice and customization of learning. Integrate the use of badges (game mechanics) to increase engagement and motivation. Level learning activities to build on each other and create flow. © 2016 Sigma Theta Tau International.

Standardized Curriculum for General Drafting.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

Standardized vocational education course titles and core contents for two courses in Mississippi are provided: general drafting I and II. The first course contains the following units: (1) orientation; (2) introduction to mechanical drawing; (3) lettering; (4) geometric construction; (5) basic computer-assisted design (CAD); (6) orthographic…

The Role of the Instructional Technology Coach in Improving Elementary Teachers' Perceived Ability to Meet the National Educational Technology Standards and Performance Indicators for Teachers

ERIC Educational Resources Information Center

Youngman, Shannon

2010-01-01

The purpose of this study was to determine the effect of a site-based technology coach program over the course of three years on teachers' perceptions of their implementation of NETS-T in a Tennessee school system. The study was a causal comparative study in which ten elementary schools had a site-based technology coach and ten elementary schools…

The impact of teacher preparation on student achievement in rural secondary schools

NASA Astrophysics Data System (ADS)

Barnes, Shontier Prescott

The primary purpose of this study was to examine significant differences, if any, in student achievement in the area of math and science of students taught by traditionally certified teachers and alternatively certified teachers. This study examined alternatively certified teachers, as identified from through the Georgia TAPP (Teacher Alternative Preparation Program), and traditionally certified teachers in rural high schools in the Central Savannah River Area of Georgia. Student achievement was measured by student scores on the Algebra I and Physical Science End-Of-Course Test, a criterion-referenced test aligned with state adopted curriculum standards. The study utilized frequency distributions, correlations, descriptive statistics, and univariate analysis of variance (ANOVA) to examine the data. Univariate tests were done to find individual differences for each dependent variable. The ANOVA was used for the single dependent (student achievement) and formed comparisons and tracked the effect of the independent variable (teacher preparation), each of which (traditional and alternative) may have a number of levels and may interact to affect the dependent variable. The covariates, the independent variables not manipulated, but still affecting the response, are students' ethnicity, gender, and school socioeconomic status were also analyzed to predict student achievement. KEY WORDS. Teacher Preparation, Student Achievement, Math, Science, Traditionally certified teachers, Alternatively certified teachers, Georgia TAPP (Teacher Alternative Preparation Program), End-Of-Course Test (EOCT), Performance standard.

38 CFR 21.7672 - Measurement of courses not leading to a standard college degree.

Code of Federal Regulations, 2010 CFR

2010-07-01

... not leading to a standard college degree. 21.7672 Section 21.7672 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Educational... to a standard college degree. (a) Overview. (1) Courses not leading to a standard college degree may...

Industry to Education Technical Transfer Program & Composite Materials. Composite Materials Course. Fabrication I Course. Fabrication II Course. Composite Materials Testing Course. Final Report.

ERIC Educational Resources Information Center

Massuda, Rachel

These four reports provide details of projects to design and implement courses to be offered as requirements for the associate degree program in composites and reinforced plastics technology. The reports describe project activities that led to development of curricula for four courses: composite materials, composite materials fabrication I,…

NSF Programs That Support Research in the Two-Year College Classroom

NASA Astrophysics Data System (ADS)

Carter, V.; Ryan, J. G.; Singer, J.

2011-12-01

The National Science Foundation recognizes the significant role provided by two-year institutions in providing high quality STEM courses to large numbers of students. For some students the STEM courses completed while attending a two-year institution represent the only STEM courses a student may take; for others the courses serve as the foundation to continue on into a STEM major at a four-year institution; and some students complete STEM courses that lead directly into the workforce. Several programs in the Division of Undergraduate Research, including the Advanced Technological Education (ATE) program, STEM Talent Expansion Program (STEP), and the Transforming Undergraduate Education in STEM (TUES) program, support the inclusion of student research experiences at two-year institutions. Information about these programs and examples of successful funded projects will be provided. Resources for faculty considering applying for support will be shared with special attention to a faculty development program designed to help faculty learn about funding opportunities and prepare proposals for submission to the TUES and ATE programs.

A patient safety objective structured clinical examination.

PubMed

Singh, Ranjit; Singh, Ashok; Fish, Reva; McLean, Don; Anderson, Diana R; Singh, Gurdev

2009-06-01

There are international calls for improving education for health care workers around certain core competencies, of which patient safety and quality are integral and transcendent parts. Although relevant teaching programs have been developed, little is known about how best to assess their effectiveness. The objective of this work was to develop and implement an objective structured clinical examination (OSCE) to evaluate the impact of a patient safety curriculum. The curriculum was implemented in a family medicine residency program with 47 trainees. Two years after commencing the curriculum, a patient safety OSCE was developed and administered at this program and, for comparison purposes, to incoming residents at the same program and to residents at a neighboring residency program. All 47 residents exposed to the training, all 16 incoming residents, and 10 of 12 residents at the neighboring program participated in the OSCE. In a standardized patient case, error detection and error disclosure skills were better among trained residents. In a chart-based case, trained residents showed better performance in identifying deficiencies in care and described more appropriate means of addressing them. Third year residents exposed to a "Systems Approach" course performed better at system analysis and identifying system-based solutions after the course than before. Results suggest increased systems thinking and inculcation of a culture of safety among residents exposed to a patient safety curriculum. The main weaknesses of the study are its small size and suboptimal design. Much further investigation is needed into the effectiveness of patient safety curricula.

Development of a StrengthsQuest-based Online Orientation Course for the Mathematics Engineering Science Achievement (MESA) Program

NASA Astrophysics Data System (ADS)

Farmer, J.

2009-12-01

MESA Programs have been established in over 30 community colleges in California. A critical component of the Program is the development of a course that helps new students in the community college and MESA environment to adjust to both college life and begin preparing for a professional career in the math- or science-based fields. To date, programs have developed an eclectic mix of courses to orient their students to their programs and to the college. This includes actual college courses that are credit or non-credit, usually 1 or 2 college units, as well as others that are offered only from within their MESA program that meet several times during the students’ first semester in the MESA Program. At College of the Desert (COD), a one unit orientation course was developed and approved by the Curriculum committee and was offered for the first time in Fall 2001. This class met once per week and consisted of several activities to help the student succeed and provided an opportunity for them to investigate future careers.. A StrengthsQuest assessment was added to this course in Fall 2004 and more and more of the course was impacted by the knowledge that the students gained about themselves from the assessment. One ongoing problem that was experienced with this course was scheduling a time so most of the new students could attend this important class at the beginning of their participation in the MESA Program. A pilot program to offer an online orientation course has been implemented at COD for the past two semesters that utilizes the StrengthsQuest as the initial student assessment and provides several experiences that build on those results. An outline of the components of the course will be presented and its potential will be discussed.

Flexner 3.0-Democratization of Medical Knowledge for the 21st Century: Teaching Medical Science Using K-12 General Pathology as a Gateway Course.

PubMed

Weinstein, Ronald S; Krupinski, Elizabeth A; Weinstein, John B; Graham, Anna R; Barker, Gail P; Erps, Kristine A; Holtrust, Angelette L; Holcomb, Michael J

2016-01-01

A medical school general pathology course has been reformatted into a K-12 general pathology course. This new course has been implemented at a series of 7 to 12 grade levels and the student outcomes compared. Typically, topics covered mirrored those in a medical school general pathology course serving as an introduction to the mechanisms of diseases. Assessment of student performance was based on their score on a multiple-choice final examination modeled after an examination given to medical students. Two Tucson area schools, in a charter school network, participated in the study. Statistical analysis of examination performances showed that there were no significant differences as a function of school ( F = 0.258, P = .6128), with students at school A having an average test scores of 87.03 (standard deviation = 8.99) and school B 86.00 (standard deviation = 8.18; F = 0.258, P = .6128). Analysis of variance was also conducted on the test scores as a function of gender and class grade. There were no significant differences as a function of gender ( F = 0.608, P = .4382), with females having an average score of 87.18 (standard deviation = 7.24) and males 85.61 (standard deviation = 9.85). There were also no significant differences as a function of grade level ( F = 0.627, P = .6003), with 7th graders having an average of 85.10 (standard deviation = 8.90), 8th graders 86.00 (standard deviation = 9.95), 9th graders 89.67 (standard deviation = 5.52), and 12th graders 86.90 (standard deviation = 7.52). The results demonstrated that middle and upper school students performed equally well in K-12 general pathology. Student course evaluations showed that the course met the student's expectations. One class voted K-12 general pathology their "elective course-of-the-year."

Methods Beyond Methods: A Model for Africana Graduate Methods Training

PubMed Central

Best, Latrica E.; Byrd, W. Carson

2018-01-01

A holistic graduate education can impart not just tools and knowledge, but critical positioning to fulfill many of the original missions of Africana Studies programs set forth in the 1960s and 1970s. As an interdisciplinary field with many approaches to examining the African Diaspora, the methodological training of graduate students can vary across graduate programs. Although taking qualitative methods courses are often required of graduate students in Africana Studies programs, and these programs offer such courses, rarely if ever are graduate students in these programs required to take quantitative methods courses, let alone have these courses offered in-house. These courses can offer Africana Studies graduate students new tools for their own research, but more importantly, improve their knowledge of quantitative research of diasporic communities. These tools and knowledge can assist with identifying flawed arguments about African-descended communities and their members. This article explores the importance of requiring and offering critical quantitative methods courses in graduate programs in Africana Studies, and discusses the methods requirements of one graduate program in the field as an example of more rigorous training that other programs could offer graduate students. PMID:29710883

Standardized Curriculum for General Industrial Maintenance Trades.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

Standardized vocational education course titles and core contents for two courses in Mississippi are provided: general industrial maintenance trades I and II. The first course contains the following units: (1) orientation and leadership activities; (2) safety; (3) blueprint reading; (4) oxyacetylene cutting; (5) preventative maintenance; (6)…

Standardized Curriculum for Electricity/Electronics.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

Standardized vocational education course titles and core contents are provided for two courses in Mississippi: electricity/electronics I and II. The first course contains the following units: (1) orientation, safety, and leadership; (2) basic principles of electricity/electronics; (3) direct current (DC) theory; (4) magnetism and DC motors; (5)…

Perceived Factors Influencing High School Student Participation in an Integrated Statewide Dual Credit Program: An Examination of Program Success and Student Higher Education Selection Decisions

ERIC Educational Resources Information Center

Touchstone, Allison J. L.

2010-01-01

Dual credit programs have become increasingly popular with 71% U.S. public high schools offering dual credit courses in 2002-2003. As this popularity has grown, so have concerns regarding academic rigor, course quality, parity with college courses, and effects on higher education. Determining actual dual credit course equivalent in higher…

Graduate Program Scheduling Gains Flexibility through Container Courses: A Case Study

ERIC Educational Resources Information Center

Rose, Richard

2011-01-01

Online course delivery makes possible one innovation which can provide each student with greater program flexibility as well as some personal ownership of the direction and pace of his degree progress. This concept can be called the "container course." A container course is the offering of more than one course simultaneously under a single course…

A curricula-based comparison of biomedical and health informatics programs in the USA

PubMed Central

Hemminger, Bradley M

2011-01-01

Objective The field of Biomedical and Health Informatics (BMHI) continues to define itself, and there are many educational programs offering ‘informatics’ degrees with varied foci. The goal of this study was to develop a scheme for systematic comparison of programs across the entire BMHI spectrum and to identify commonalities among informatics curricula. Design Guided by several published competency sets, a grounded theory approach was used to develop a program/curricula categorization scheme based on the descriptions of 636 courses offered by 73 public health, nursing, health, medical, and bioinformatics programs in the USA. The scheme was then used to compare the programs in the aforementioned five informatics disciplines. Results The authors developed a Course-Based Informatics Program Categorization (CBIPC) scheme that can be used both to classify coursework for any BMHI educational program and to compare programs from the same or related disciplines. The application of CBIPC scheme to the analysis of public health, nursing, health, medical, and bioinformatics programs reveals distinct intradisciplinary curricular patterns and a common core of courses across the entire BMHI education domain. Limitations The study is based on descriptions of courses from the university's webpages. Thus, it is limited to sampling courses at one moment in time, and classification for the coding scheme is based primarily on course titles and course descriptions. Conclusion The CBIPC scheme combines empirical data about educational curricula from diverse informatics programs and several published competency sets. It also provides a foundation for discussion of BMHI education as a whole and can help define subdisciplinary competencies. PMID:21292707

Assessing the relevance of higher education courses.

PubMed

Gómez, Pedro; González, María Jose; Gil, Francisco; Lupiáñez, José Luis; Moreno, María Francisca; Rico, Luis; Romero, Isabel

2007-05-01

The establishment of the European Higher Education Area has involved specifying lists of professional competencies that programs are expected to develop, and with this the need for procedures to measure how every course within a higher education program is aligned with the program's competencies. We propose an instrument for characterizing this alignment, a process that we call assessing the relevance of a course. Using information from the course syllabus (objectives, contents and assessment scheme), our instrument produces indicators for characterizing the syllabus in terms of a competence list and for assessing its coherence. Because assessment involves quality, the results obtained can also be used to revise and improve the course syllabus. We illustrate this process with an example of a methods course from a mathematics teacher education program at a Spanish university.

The undergraduate optics course at Millersville University

NASA Astrophysics Data System (ADS)

Gilani, Tariq H.; Dushkina, Natalia M.

2009-06-01

For many years, there was no stand alone course in optics at Millersville University (MU). In the fall of 2007, the Physics Department offered for the first time PHYS 331: Fundamentals in Optics, a discovery based lab course in geometrical, physical and modern optics. This 300-level, 2 credits course consists of four contact hours per week including one-hour lecture and three hours laboratory. This course is required for BS in physics majors, but is open also to other science majors, who have the appropriate background and have met the prerequisites. This course deals with fundamental optics and optical techniques in greater depth so that the student is abreast of the activities in the forefront of the field. The goal of the course is to provide hands-on experience and in-depth preparation of our students for graduate programs in optics or as a workforce for new emerging high-tech local industries. Students learn applied optics through sequence of discovery based laboratory experiments chosen from a broad range of topics in optics and lasers, as the emphasis is on geometrical optics, geometrical aberrations in optical systems, wave optics, microscopy, spectroscopy, polarization, birefringence, laser generation, laser properties and applications, and optical standards. The peer-guided but open-ended approach provides excellent practice for the academic model of science research. Solving problems is embedded in the laboratory part as an introduction to or a conclusion of the experiment performed during the lab period. The homework problems are carefully chosen to reflect the most important relations from the covered material. Important part of the student learning strategy is the individual work on a final mini project which is presented in the class and is included in the final grading. This new course also impacted the department's undergraduate research and training programs. Some of the individual projects were extended to senior research projects in optics as part of the senior research and seminar courses, PHYS 492 and PHYS 498, which are required for graduation for all physics majors. The optics course also provides basic resources for both research and training in the classical and modern optics of high-school students and K-12 teachers. The successful implementation of the optics course was secured by a budget of about $60,000.

The Natural Classroom: A Directory of Field Courses, Programs, and Expeditions in the Natural Sciences.

ERIC Educational Resources Information Center

Edelman, Jack R.

The purpose of this book is to increase awareness of the numerous seminars, short courses, field courses, workshops, and programs for teachers, students, naturalists, and independent scholars. These programs emphasize the natural sciences including general biology, botany, zoology, ecology, marine biology, ichthyology, microbiology, natural…

Learning to Teach a Blended Course in a Teacher Preparation Program

ERIC Educational Resources Information Center

Kang, Jung Jin

2014-01-01

Teacher preparation programs have provided blended courses (a combination of online and face-to-face learning) for their students because of their availability and their convenience. Researchers need to understand how teacher educators perceive blended courses when they teach teacher candidates, because teacher preparation programs have different…

Peer tutoring program for academic success of returning nursing students.

PubMed

Bryer, Jennifer

2012-01-01

High attrition rates among students in associate degree nursing programs are a concern for faculty, administrators, and students. Programs offering academic and emotional support for students at risk for failing a clinical course may decrease attrition rates and improve academic performance. A peer tutoring program was developed for returning nursing students who were unsuccessful in a previous clinical course. Peer tutors met with returning students weekly to review course work, complete case studies and practice NCLEX questions. Trusting, supportive relationships developed among students and a significant increase in grades was noted at the end of the course for 79% of students. Implementation of peer tutoring was beneficial for returning students, tutors, and the nursing program and may be valuable in other courses where academic achievement is a concern.

K-4 Keepers Collection: A Service Learning Teacher Professional Development Program

NASA Astrophysics Data System (ADS)

Schwerin, T. G.; Blaney, L.; Myers, R. J.

2011-12-01

This poster focuses on the K-4 Keepers Collection, a service-learning program developed for the Earth System Science Education Alliance (ESSEA). ESSEA is a NOAA-, NASA- and NSF-supported program of teacher professional development that increases teachers' pedagogical content knowledge of climate-related Earth system science. The ESSEA program -- whether used in formal higher education courses or frequented by individual teachers who look for classroom activities in the environmental sciences -- provides a full suite of activities, lessons and units for teachers' use. The ESSEA network consists of 45 universities and education centers addressing climate and environment issues. K-4 Keepers Collection - ESSEA K-4 module collections focus on five specific themes of content development: spheres, Polar Regions, oceans, climate and service learning. The K-4 Keepers collection provides the opportunity for teachers to explore topics and learning projects promoting stewardship of the Earth's land, water, air and living things. Examination of the impacts of usage and pollution on water, air, land and living things through service-learning projects allows students to become informed stewards. All of the modules include short-term sample projects that either educate or initiate action involving caring for the environment. The K-4 Keepers course requires teachers to develop similar short or long-term projects for implementation in their classrooms. Objectives include: 1. Increase elementary teachers' environmental literacy addressing ocean, coastal, Great Lakes, stewardship, weather and climate science standards and using NOAA and NASA resources. 2. Develop elementary teachers' efficacy in employing service learning projects focused on conserving and preserving Earth's land, air, water and living things. 3. Prepare college faculty to incorporate service learning and environmental literacy into their courses through professional development and modules on the ESSEA website.

An analysis of student performance benchmarks in dental hygiene via distance education.

PubMed

Olmsted, Jodi L

2010-01-01

Three graduate programs, 35 undergraduate programs and 12 dental hygiene degree completion programs in the United States use varying forms of Distance Learning (DL). Relying heavily on DL leaves an unanswered question: Is learner performance on standard benchmark assessments impacted when using technology as a delivery system? A 10 year, longitudinal examination looked for student performance differences in a Distance Education (DE) dental hygiene program. The purpose of this research was to determine if there was a difference in performance between learners taught in a traditional classroom as compared to their counterparts taking classes through an alternative delivery system. A longitudinal, ex post facto design was used. Two hundred and sixty-six subject records were examined. Seventy-seven individuals (29%) were lost through attrition over 10 years. One hundred and eighty-nine records were used as the study sample, 117 individuals were located face-to-face and 72 were at a distance. Independent variables included time and location, while the dependent variables included course grades, grade point average (GPA) and the National Board of Dental Hygiene Examination (NBDHE). Three research questions were asked: Were there statistically significant differences in learner performance on the National Board of Dental Hygiene Examination (NBDHE)? Were there statistically significant differences in learner performance when considering GPAs? Did statistically significant differences in performance exist relating to individual course grades? T-tests were used for data analysis in answering the research questions. From a cumulative perspective, no statistically significant differences were apparent for the NBDHE and GPAs or for individual courses. Interactive Television (ITV), the synchronous DL system examined, was considered effective for delivering education to learners if similar performance outcomes were the evaluation criteria.

Outreach to the Public on Earthquake and Tsunami Safety with Limited Human Resources: Train the Trainers Pilot Program in Puerto Rico

NASA Astrophysics Data System (ADS)

Gonzalez Ruiz, W.; Vanacore, E. A.; Gomez, G.; Martinez Colon, J. F.; Perez, F.; Baez-Sanchez, G.; Flores Hots, V. E.; Lopez, A. M.; Huerfano, V.; Figueroa, J. M.

2017-12-01

Given the limited human resources available to interact directly with the public and disseminate information on earthquake and tsunami safety, the Puerto Rico Seismic Network has developed the Train the Trainers course, designed exclusively for emergency management officers (EMOs). This three-day training course provides a complete package of educational tools that will allow EMOs to present standard conferences, and lectures, with the appropriate and accurate information for different audiences on earthquake and tsunami hazard and safety. Here we present preliminary observations and lessons learned from the pilot program that was offered in July 2017 to 20 EMOs from the twelve Puerto Rico Emergency Management Agency (PREMA) zones and two students from the University of Puerto Rico Mayaguez. To ensure sufficient preparation, the training course provided evaluation tools including written and practical exams that participants were required to score 80% or more to complete the training successfully. Of the 20 EMO participants, 18 EMOs passed the final exam. Preliminary analysis of the pre-test scores and the post-test scores, show a score improvement between 8% to 46% amongst the participants. These 18 participants will receive a certificate as well as tools and resources to offer earthquakes and tsunamis conferences for up to two years across Puerto Rico and its outlying islands. To ensure that the pilot participants will provide conferences to the public PRSN required a signed commitment to give at least 5 conferences in one year from each participant and PRSN will monitor the participants for the next two years to evaluate the efficacy of the program. However, based on the preliminary data this program appears to be an effective method to increase the amount of outreach professionals on the Island.

A Pilot Standard National Course Classification System for Secondary Education.

ERIC Educational Resources Information Center

Bradby, Denise; And Others

This publication is the culmination of a major effort to help establish a common terminology, descriptions, and coding structure for course information at the secondary level of education. There had previously been no standard system for collecting, maintaining, reporting, and exchanging comparable information about student course taking patterns.…

Mathematics. Arkansas Public School Course Content Guide.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

The standards for accreditation of public schools, adopted by the Arkansas State Board of Education, required the development of these course content guides. The standards also required that essential skills be identified for each course taught in the public schools of Arkansas. Committees of classroom teachers, curriculum specialists, principals,…

Standardized Curriculum for Heating and Air Conditioning.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

Standardized vocational education course titles and core contents for two courses in Mississippi are provided: heating and air conditioning I and II. The first course contains the following units: (1) orientation; (2) safety; (3) refrigeration gauges and charging cylinder; (4) vacuum pump service operations; (5) locating refrigerant leaks; (6)…

Standardized Curriculum for Food Production, Management and Services.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

Standardized vocational education course titles and core contents for two courses in Mississippi are provided: food production, management, and services I and II. The first course contains the following units: (1) Vocational Industrial Clubs of America (VICA); (2) sanitation; (3) safety; (4) front of the house operations; (5) beverages; (6) food…

Standardized Curriculum for Enrichment Agriculture. Grades 7 and 8.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

Standardized vocational education course titles and core contents are provided for two courses in Mississippi: agriculture, grades seven and eight. The first course contains the following units: (1) agricultural careers; (2) leadership and Future Farmers of America (FFA); (3) public speaking; (4) parliamentary procedures; (5) introduction to…

Biotechnology by Design: An Introductory Level, Project-Based, Synthetic Biology Laboratory Program for Undergraduate Students†

PubMed Central

Beach, Dale L.; Alvarez, Consuelo J.

2015-01-01

Synthetic biology offers an ideal opportunity to promote undergraduate laboratory courses with research-style projects, immersing students in an inquiry-based program that enhances the experience of the scientific process. We designed a semester-long, project-based laboratory curriculum using synthetic biology principles to develop a novel sensory device. Students develop subject matter knowledge of molecular genetics and practical skills relevant to molecular biology, recombinant DNA techniques, and information literacy. During the spring semesters of 2014 and 2015, the Synthetic Biology Laboratory Project was delivered to sophomore genetics courses. Using a cloning strategy based on standardized BioBrick genetic “parts,” students construct a “reporter plasmid” expressing a reporter gene (GFP) controlled by a hybrid promoter regulated by the lac-repressor protein (lacI). In combination with a “sensor plasmid,” the production of the reporter phenotype is inhibited in the presence of a target environmental agent, arabinose. When arabinose is absent, constitutive GFP expression makes cells glow green. But the presence of arabinose activates a second promoter (pBAD) to produce a lac-repressor protein that will inhibit GFP production. Student learning was assessed relative to five learning objectives, using a student survey administered at the beginning (pre-survey) and end (post-survey) of the course, and an additional 15 open-ended questions from five graded Progress Report assignments collected throughout the course. Students demonstrated significant learning gains (p < 0.05) for all learning outcomes. Ninety percent of students indicated that the Synthetic Biology Laboratory Project enhanced their understanding of molecular genetics. The laboratory project is highly adaptable for both introductory and advanced courses. PMID:26753032

Evaluating the Effectiveness of Self-Created Student Screencasts as a Tool to Increase Student Learning Outcomes in a Hands-On Computer Programming Course

ERIC Educational Resources Information Center

Powell, Loreen M.; Wimmer, Hayden

2015-01-01

Computer programming is challenging to teach and difficult for students to learn. Instructors have searched for ways to improve student learning in programming courses. In an attempt to foster hands-on learning and to increase student learning outcomes in a programming course, the authors conducted an exploratory study to examine student created…

Course content related to chronic wounds in nursing degree programs in Spain.

PubMed

Romero-Collado, Angel; Raurell-Torreda, Marta; Zabaleta-del-Olmo, Edurne; Homs-Romero, Erica; Bertran-Noguer, Carme

2015-01-01

To analyze content related to chronic wounds in nursing degree programs in Spain. Cross-sectional descriptive study. Course descriptions available for online access during June and July of 2012 were reviewed for the 114 centers in Spain that offer a nursing degree, according to the official Registry of Universities, Centers, and Titles. Of the 114 centers with degree programs, 95 (83.3%) post course content online, which make it possible to analyze 2,258 courses. In 60 (63.1%) of these centers, none of the courses included the concept of pressure ulcer prevention, and the course content posted by 36 (37.9%) centers made no mention of their treatment. None of the course descriptions contained any reference to pain management in patients with chronic wounds. Of the 728 elective courses analyzed, only one was related to chronic wounds. This review of available information about nursing degree programs in Spain indicates that pain management in patients with chronic wounds is not addressed in any course, and more courses consider the treatment of pressure ulcers than their prevention. Degree programs responsible for the training of future nurses should be reviewed and revised as needed to ensure that graduates have acquired minimum basic competencies in the prevention and treatment of chronic wounds that help to decrease the theory-practice gap in this field. © 2014 Sigma Theta Tau International.

Development and evaluation of a learner-centered training course on communication skills for baccalaureate nursing students.

PubMed

Lau, Ying; Wang, Wenru

2013-12-01

There is no standardized or formal communication skills training in the current nursing curriculum in Macao, China. To develop and evaluate a learner-centered communication skills training course. Both qualitative and quantitative designs were used in two separate stages. A randomized sample and a convenience sample were taken from students on a four-year bachelor's degree program at a public institute in Macao. Stage I consisted of developing a learner-centered communication skills training course using four focus groups (n=32). Stage II evaluated the training's efficacy by comparing communication skills, clinical interaction, interpersonal dysfunction, and social problem-solving abilities using a quasi-experimental longitudinal pre-post design among 62 nursing students. A course evaluation form was also used. Content analysis was used to evaluate the essential themes in order to develop the specific content and teaching strategies of the course. Paired t-tests and Wilcoxon signed-rank tests showed significant improvement in all post-training scores for communication ability, content of communication, and handling of communication barriers. According to the mean scores of the course evaluation form, students were generally very satisfied with the course: 6.11 to 6.74 on a scale of 1 to 7. This study showed that the course was effective in improving communication skills, especially in terms of the content and the handling of communication barriers. The course filled an important gap in the training needs of nursing students in Macao. The importance of these findings and their implications for nursing education are discussed. Copyright © 2013 Elsevier Ltd. All rights reserved.

The Capstone Sales Course: An Integral Part of a University Level Professional Selling Program

ERIC Educational Resources Information Center

Titus, David; Harris, Garth; Gulati, Rajesh; Bristow, Dennis

2017-01-01

The Capstone Sales course is the final in a sequence of five required courses in a 15 credit Professional Selling program housed in the Marketing Department at St. Cloud State University. The course is heavily focused on experiential learning activities for senior-level sales students. In this paper details of the course design, instructor and…

An Argument for Teaching a Human Sexuality Course within the Context of a Women and Gender Studies Program

ERIC Educational Resources Information Center

Galbreath, Briana L.

2012-01-01

The course proposed is planned as an undergraduate Human Sexuality course within a Women and Gender Studies program. Teaching a course on Human Sexuality with an interdisciplinary approach allows for students to gain knowledge from several different academic disciplines. This course would teach from a sex-positive and holistic view of sexuality as…

A Motivation Guided Holistic Rehabilitation of the First Programming Course

ERIC Educational Resources Information Center

Nikula, Uolevi; Gotel, Orlena; Kasurinen, Jussi

2011-01-01

It has been estimated that more than two million students started computing studies in 1999 and 650,000 of them either dropped or failed their first programming course. For the individual student, dropping such a course can distract from the completion of later courses in a computing curriculum and may even result in changing their course of study…

British Airways' pre-command training program

NASA Technical Reports Server (NTRS)

Holdstock, L. F. J.

1980-01-01

Classroom, flight simulator, and in-flight sessions of an airline pilot training program are briefly described. Factors discussed include initial command potential assessment, precommand airline management studies course, precommand course, and command course.

Integration of Basic and Clinical Science Courses in US PharmD Programs

PubMed Central

Talukder, Rahmat M.; Taheri, Reza; Blanchard, Nicholas

2016-01-01

Objective. To determine the current status of and faculty perceptions regarding integration of basic and clinical science courses in US pharmacy programs. Methods. A 25-item survey instrument was developed and distributed to 132 doctor of pharmacy (PharmD) programs. Survey data were analyzed using Mann-Whitney U test or Kruskal-Wallis test. Thematic analysis of text-based comments was performed using the constant comparison method. Results. One hundred twelve programs responded for a response rate of 85%. Seventy-eight (70%) offered integrated basic and clinical science courses. The types of integration included: full integration with merging disciplinary contents (n=25), coordinated delivery of disciplinary contents (n=50), and standalone courses with integrated laboratory (n=3). Faculty perceptions of course integration were positive. Themes that emerged from text-based comments included positive learning experiences as well as the challenges, opportunities, and skepticism associated with course integration. Conclusion. The results suggest wide variations in the design and implementation of integrated courses among US pharmacy programs. Faculty training and buy-in play a significant role in successful implementation of curricular integration. PMID:28179715

Integration of Basic and Clinical Science Courses in US PharmD Programs.

PubMed

Islam, Mohammed A; Talukder, Rahmat M; Taheri, Reza; Blanchard, Nicholas

2016-12-25

Objective. To determine the current status of and faculty perceptions regarding integration of basic and clinical science courses in US pharmacy programs. Methods. A 25-item survey instrument was developed and distributed to 132 doctor of pharmacy (PharmD) programs. Survey data were analyzed using Mann-Whitney U test or Kruskal-Wallis test. Thematic analysis of text-based comments was performed using the constant comparison method. Results. One hundred twelve programs responded for a response rate of 85%. Seventy-eight (70%) offered integrated basic and clinical science courses. The types of integration included: full integration with merging disciplinary contents (n=25), coordinated delivery of disciplinary contents (n=50), and standalone courses with integrated laboratory (n=3). Faculty perceptions of course integration were positive. Themes that emerged from text-based comments included positive learning experiences as well as the challenges, opportunities, and skepticism associated with course integration. Conclusion. The results suggest wide variations in the design and implementation of integrated courses among US pharmacy programs. Faculty training and buy-in play a significant role in successful implementation of curricular integration.

Veterans Affairs Geriatric Scholars Program: Enhancing Existing Primary Care Clinician Skills in Caring for Older Veterans.

PubMed

Kramer, B Josea; Creekmur, Beth; Howe, Judith L; Trudeau, Scott; Douglas, Joseph R; Garner, Kimberly; Bales, Connie; Callaway-Lane, Carol; Barczi, Steven

2016-11-01

The Veterans Affairs Geriatric Scholars Program (GSP) is a continuing professional development program to integrate geriatrics into the clinical practices of primary care providers and select associated health professions that support primary care teams. GSP uses a blended program educational format, and the minimal requirements are to attend an intensive course in geriatrics, participate in an interactive workshop on quality improvement (QI), and initiate a local QI project to demonstrate application of new knowledge to benefit older veterans. Using a retrospective post/pre survey design, the effect of GSP on clinical practices and behaviors and variation of that effect on clinicians working in rural and nonrural settings were evaluated. Significant improvement was found in the frequency of using evidence-based brief standardized assessments, clinical decision-making, and standards of care. Significant subgroup differences were observed in peer-to-peer information sharing between rural and nonrural clinicians. Overall, 77% of the sample reported greater job satisfaction after participating in GSP. The program is a successful model for advancing postgraduate education in geriatrics and a model that might be replicated to increase access to quality health care, particularly in rural areas. Published 2016. This article is a U.S. Government work and is in the public domain in the USA.

Accomplishing the Visions for Teacher Education Programs Advocated in the National Science Education Standards

NASA Astrophysics Data System (ADS)

Akcay, Hakan; Yager, Robert

2010-10-01

The purpose of this study was to investigate the advantages of an approach to instruction using current problems and issues as curriculum organizers and illustrating how teaching must change to accomplish real learning. The study sample consisted of 41 preservice science teachers (13 males and 28 females) in a model science teacher education program. Both qualitative and quantitative research methods were used to determine success with science discipline-specific “Societal and Educational Applications” courses as one part of a total science teacher education program at a large Midwestern university. Students were involved with idea generation, consideration of multiple points of views, collaborative inquiries, and problem solving. All of these factors promoted grounded instruction using constructivist perspectives that situated science with actual experiences in the lives of students.

Teachers' voices: A comparison of two secondary science teacher preparation programs

NASA Astrophysics Data System (ADS)

Kohlhaas Labuda, Kathryn

This dissertation, using cross-case qualitative methodology, investigates the salient and latent features of two philosophically different university-based secondary science teacher preparation programs. Written documents from the two programs and from the Salish I Research project provided the salient data. New teachers' interview transcripts provided the latent data. This study provides the opportunity to hear teachers voice their perceptions of preparation programs. Three questions were investigated in this research study. First, What are the salient features of two different secondary science teacher preparation programs? Second, What are the latent features of two different secondary science teacher programs as perceived by new teachers? Third, How do new secondary science teachers from different programs perceive their preservice programs? The last question incorporates teachers' perceptions of gaps and coherence in the programs and teachers' recommendations to improve their preservice programs. Salient features of the programs revealed differences in the types of certification, and the amounts and types of required course work. Both programs certified teachers at the secondary science level, but only M program certified their teachers as elementary science specialists. Program M required more semester hours of education and science course work than Program S. Although teachers from both programs perceived little coherence between their science and education courses, S-teachers presented a more fragmented picture of their education program and perceived fewer benefits from the program. Lack of relevance and courses that focused on elementary teaching were perceived as part of the problem. M-teachers perceived some cohesion through the use of cohorts in three consecutive semesters of science methods courses that provided multiple field experiences prior to student teaching. S-teachers did not perceive an organized philosophy of their program. M-teachers' perceptions of the philosophy of their program revolved about research based teaching. S-teachers reported more research experiences. S-teachers perceived better student-science faculty relationship, while M-teachers reported stronger student-education faculty relationships. Teachers from both programs recommended more field experiences that resembled more closely the real life situations of teachers. They recommended smaller classes in both science and education courses. They suggested eliminating or altering courses that were not beneficial.

Nebraska Secondary Bicycle Program Guide.

ERIC Educational Resources Information Center

Tichenor, Fred E.

Provided is a secondary education bicycle program guide designed for use in a general bicycle awareness course or as part of a driver education course. Chapter 1 of the guide contains the course objectives (psychomotor, cognitive, and affective) and a course outline organized into eight lessons. Each lesson lists lesson objectives, student…

Automated Assessment and Experiences of Teaching Programming

ERIC Educational Resources Information Center

Higgins, Colin A.; Gray, Geoffrey; Symeonidis, Pavlos; Tsintsifas, Athanasios

2005-01-01

This article reports on the design, implementation, and usage of the CourseMarker (formerly known as CourseMaster) courseware Computer Based Assessment (CBA) system at the University of Nottingham. Students use CourseMarker to solve (programming) exercises and to submit their solutions. CourseMarker returns immediate results and feedback to the…

The 1983-1984 NSF Chautauqua-Type Short Course Program.

ERIC Educational Resources Information Center

Zeitler, William R.; Ogletree, Owen, Jr.

1984-01-01

National Science Foundation (NSF) Chautauqua-type short courses offer undergraduate science teachers the opportunity to absorbe new ideas from highly respected scholars. A complete list of courses, course directors, locations, dates, and registration fees for the 1983-84 program is provided. Subject areas include: instructional composting, cells…

Introduction to Biological Research: A Laboratory Course in Microbiology

ERIC Educational Resources Information Center

Dudley, Aimee M.; Cardozo, David Lopes

2006-01-01

In this paper, the authors describe their development of an introductory laboratory course in microbiology that is geared towards students in grades 8-10. The course was developed as part of the Mentoring for Science Program at Harvard Medical School, an outreach program created by the Minority Faculty Development Program, directed towards…

Interdisciplinary Instruction in the Humanities Enrichment Program: Alignment of Programmatic, Pedagogic, and Learner Goals.

ERIC Educational Resources Information Center

Gudipati, Lakshmi

This paper details the benefits of interdisciplinary studies, with particular focus on the Humanities Enrichment Program at the Community College of Philadelphia. The program uses a team-teaching, linked-course paradigm. Two courses from different disciplines are aligned, and faculty from each discipline teach the linked courses as humanities…

Scientific Computing for Chemists: An Undergraduate Course in Simulations, Data Processing, and Visualization

ERIC Educational Resources Information Center

Weiss, Charles J.

2017-01-01

The Scientific Computing for Chemists course taught at Wabash College teaches chemistry students to use the Python programming language, Jupyter notebooks, and a number of common Python scientific libraries to process, analyze, and visualize data. Assuming no prior programming experience, the course introduces students to basic programming and…

Student Perceptions of a Comprehensive Orientation Program for Online Courses

ERIC Educational Resources Information Center

Robichaud, Wendy

2016-01-01

This dissertation presents a qualitative case study of students enrolled in online courses and how they perceived the orientation program they completed before starting these courses. The study was based on the perspectives of students enrolled in a fully online program at a small community college in western Maine. They were interviewed…

Industrial Arts Education Guide for Curriculum and Program Planning, Secondary Level.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Occupational Education Curriculum Development.

Guidelines for the development of courses and programs of industrial arts for local school districts in New York State are provided in this guide designed for administrators, curriculum personnel, supervisors, and teachers. Following a discussion of student program options, a basic series of suggested courses (titles and course topics) are…

Visual Teaching Model for Introducing Programming Languages

ERIC Educational Resources Information Center

Shehane, Ronald; Sherman, Steven

2014-01-01

This study examines detailed usage of online training videos that were designed to address specific course problems that were encountered in an online computer programming course. The study presents the specifics of a programming course where training videos were used to provide students with a quick start path to learning a new programming…

How to get students to love (or not hate) MATLAB and programming

NASA Astrophysics Data System (ADS)

Reckinger, Shanon; Reckinger, Scott

2014-11-01

An effective programming course geared toward engineering students requires the utilization of modern teaching philosophies. A newly designed course that focuses on programming in MATLAB involves flipping the classroom and integrating various active teaching techniques. Vital aspects of the new course design include: lengthening in-class contact hours, Process-Oriented Guided Inquiry Learning (POGIL) method worksheets (self-guided instruction), student created video content posted on YouTube, clicker questions (used in class to practice reading and debugging code), programming exams that don't require computers, integrating oral exams into the classroom, fostering an environment for formal and informal peer learning, and designing in a broader theme to tie together assignments. However, possibly the most important piece to this programming course puzzle: the instructor needs to be able to find programming mistakes very fast and then lead individuals and groups through the steps to find their mistakes themselves. The effectiveness of the new course design is demonstrated through pre- and post- concept exam results and student evaluation feedback. Students reported that the course was challenging and required a lot of effort, but left largely positive feedback.

Incorporating Geographic Information Science in the BSc Environ-mental Science Program in Botswana

NASA Astrophysics Data System (ADS)

Akinyemi, Felicia O.

2018-05-01

Critical human capacity in Geographic Information Science (GISc) is developed at the Botswana International University of Science and Technology, a specialized, research university. Strategies employed include GISc courses offered each semester to students from various programs, the conduct of field-based projects, enrolment in online courses, geo-spatial initiatives with external partners, and final year research projects utilizing geospatial technologies. A review is made of available GISc courses embedded in the Bachelor of Science Environmental Science program. GISc courses are incorporated in three Bachelor degree programs as distinct courses. Geospatial technologies are employed in several other courses. Student researches apply GIS and Remote Sensing methods to environmental and geological themes. The overarching goals are to equip students in various disciplines to utilize geospatial technologies, and enhance their spatial thinking and reasoning skills.

Using Innovative Teaching Strategies to Improve Outcomes in a Pharmacology Course.

PubMed

Thomas, Valarie; Schuessler, Jenny B

2016-01-01

It is often difficult to engage nursing students and keep their interest when teaching pharmacology. This article reports on an effective change from a lecture-only approach to teaching with the use of games and case studies in a baccalaureate nursing education program. Improvements have been noted in standardized test scores and student evaluations, and students are more engaged in the learning process. Learning has been shifted from the instructor, as in the traditional classroom, and is now student focused.

Developments in the instruction of biostatistics at the Kuwait University Health Science Centre in a decade.

PubMed

Moussa, Mohamed A A

2002-01-01

Kuwait has witnessed many changes that influenced, among other things, the structure of medical education including biostatistics. This article describes the developments in biostatistics instruction and curriculum in the Health Science Centre, University of Kuwait, during the past 10 years. Instead of teaching biostatistics as an independent component, the university has developed an integrated course (35 hr of lectures and 12 hr of tutorial sessions) of biostatistics, epidemiology, and demography that is taught to undergraduate medical and dentistry students to ensure interdisciplinary interaction, to remove redundancies, and to standardize terminology across the three disciplines. The core curriculum of the biostatistics course is compatible with the recommendations of the American Statistical Association. Separate biostatistics courses are also offered to pharmacy and allied health students to address their diverse interests. In addition, new biostatistics and computer applications instruction courses were developed and are taught to the students of the Master of Science (MSc), Master of Public Health (MPH), and PhD programs. For continuing medical education, a workshop on biostatistics and computer applications is organized annually for the medical profession as a collaboration between the Health Science Centre and the Kuwait Institute for Medical Specialization. The instructor and curriculum content of the biostatistics courses are confidentially evaluated and independently analyzed by the office of the Vice Dean for Academic Affairs. Overall, students evaluate the biostatistics instructors highly and are pleased with the content of the biostatistics curriculum. During the last decade, biostatistics instruction in the Kuwait Health Science Centre had many new developments. An integrated course on biostatistics, epidemiology, and demography was developed with emphasis on problem solving and small group learning. Another biostatistics course is offered to the students of the new faculty of pharmacy. Further biostatistics courses became operational for the postgraduate programs: (MSc), (MPH), and PhD. Continuing medical education is supported by workshops, which is a sign of collaboration with the health community, and a consultancy office has been established. Overall, biostatistics instruction is well received by students, and the role of biostatistics is recognized by researchers from the medical profession.

The Integrated Sequence: An Innovative Component of Four Courses in the General Education Program at Davis & Elkins College. A Digest of Program Elements, Developmental Background, and Faculty Dynamics.

ERIC Educational Resources Information Center

Gartmann, Will

The Integrated Sequence Program at Davis & Elkins College, which consists of four team-taught, interdisciplinary courses, is described, along with the origins and philosophy of the program. The courses are as follows: Human Freedom and the Counterforces (freshman year); World Culture (sophomore year); Comparative Ideas (junior year); and The…

Emergency Medical Technician-Ambulance: National Standard Curriculum. Instructor's Lesson Plans (Third Edition).

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

This set of instructor's lesson plans is one of three documents prepared for the Emergency Medical Technician (EMT) National Standard Curriculum. It contains detailed outlines of course content and guidance for teaching each course lesson. The training course contains 33 lessons covering all emergency medical techniques currently considered to be…

Standardized Curriculum for Machine Tool Operation/Machine Shop.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

Standardized vocational education course titles and core contents for two courses in Mississippi are provided: machine tool operation/machine shop I and II. The first course contains the following units: (1) orientation; (2) shop safety; (3) shop math; (4) measuring tools and instruments; (5) hand and bench tools; (6) blueprint reading; (7)…

Development, validation and operating room-transfer of a six-step laparoscopic training program for the vesicourethral anastomosis.

PubMed

Klein, Jan; Teber, Dogu; Frede, Tom; Stock, Christian; Hruza, Marcel; Gözen, Ali; Seemann, Othmar; Schulze, Michael; Rassweiler, Jens

2013-03-01

Development and full validation of a laparoscopic training program for stepwise learning of a reproducible application of a standardized laparoscopic anastomosis technique and integration into the clinical course. The training of vesicourethral anastomosis (VUA) was divided into six simple standardized steps. To fix the objective criteria, four experienced surgeons performed the stepwise training protocol. Thirty-eight participants with no previous laparoscopic experience were investigated in their training performance. The times needed to manage each training step and the total training time were recorded. The integration into the clinical course was investigated. The training results and the corresponding steps during laparoscopic radical prostatectomy (LRP) were analyzed. Data analysis of corresponding operating room (OR) sections of 793 LRP was performed. Based on the validity, criteria were determined. In the laboratory section, a significant reduction of OR time for every step was seen in all participants. Coordination: 62%; longitudinal incision: 52%; inverted U-shape incision: 43%; plexus: 47%. Anastomosis catheter model: 38%. VUA: 38%. The laboratory section required a total time of 29 hours (minimum: 16 hours; maximum: 42 hours). All participants had shorter execution times in the laboratory than under real conditions. The best match was found within the VUA model. To perform an anastomosis under real conditions, 25% more time was needed. By using the training protocol, the performance of the VUA is comparable to that of an surgeon with experience of about 50 laparoscopic VUA. Data analysis proved content, construct, and prognostic validity. The use of stepwise training approaches enables a surgeon to learn and reproduce complex reconstructive surgical tasks: eg, the VUA in a safe environment. The validity of the designed system is given at all levels and should be used as a standard in the clinical surgical training in laparoscopic reconstructive urology.

The Development of a Course in Financial Statement Analysis for the Dowling College M.B.A. Program. Curriculum and Program Planning.

ERIC Educational Resources Information Center

Newman, James F.

In the development of a course in financial statement analysis, the following procedures were implemented: analysis of new accounting pronouncements, new textbooks, and articles on the topic of financial statement analysis; establishment of goals and objectives for the course; and selection of text and content of the course. The course was…

Standards Development Activities at White Sands Test Facility

NASA Technical Reports Server (NTRS)

Baker, D. L.; Beeson, H. D.; Saulsberry, R. L.; Julien, H. L.; Woods, S. S.

2003-01-01

The development of standards and standard activities at the JSC White Sands Test Facility (WSTF) has been expanded to include the transfer of technology and standards to voluntary consensus organizations in five technical areas of importance to NASA. This effort is in direct response to the National Technology Transfer Act designed to accelerate transfer of technology to industry and promote government-industry partnerships. Technology transfer is especially important for WSTF, whose longterm mission has been to develop and provide vital propellant safety and hazards information to aerospace designers, operations personnel, and safety personnel. Meeting this mission is being accomplished through the preparation of consensus guidelines and standards, propellant hazards analysis protocols, and safety courses for the propellant use of hydrogen, oxygen, and hypergols, as well as the design and inspection of spacecraft pressure vessels and the use of pyrovalves in spacecraft propulsion systems. The overall WSTF technology transfer program is described and the current status of technology transfer activities are summarized.

Where Should We Go With Advanced Placement?

NASA Astrophysics Data System (ADS)

Lichten, William

2001-04-01

This is a review of the Advanced Placement (AP)Program. In disagreement with claims of the College Board, there is firm evidence that the average test performance level has dropped. The College Board's scale and claims for AP qualification disagree seriously with college standards. A majority of tests taken do not qualify. It appears that "advanced placement" is coming closer to "placement." This paper recommends that the College Board's policy, which previously has concentrated on the numbers of participants, should include an emphasis on student performance and program quality. AP could accomplish its goal of reaching a wider range of students by changing along the lines followed in college introductory physics courses: multiple tracks.

Retaining minorities in engineering: Assessment of a program prototype

NASA Astrophysics Data System (ADS)

Good, Jennifer Marie (Phillips)

Program assessment is an essential part of healthy program development. Assessment should include multiple considerations, dimensions, and outcomes that match the program's objectives. As a newly formed retention program, the Auburn University Minority Engineering Program, designed to help pre-engineering minority students make the transition into their freshman year of university studies, incorporated evaluation and assessment into all three components of the program (the interactive learning laboratory, critical-thinking workshops, and Sunday-evening tutorials) from the program's inception. If students successfully adapted to the university environment and the demands of the pre-engineering course of study, then retention of minority students in the College of Engineering should improve. Data were gathered on the students involved in the various program components. Students who entered the Minority Engineering Program were pre- and posttested on three standardized subtests (critical thinking, mathematics, and science reasoning) of the Collegiate Assessment of Academic Proficiency. The first-quarter grade-point averages of the students were also gathered to compare their grades to freshman students in previous quarters within the College of Engineering. Qualitative data were also gathered on this same group of students. An analysis of the data revealed that student achievement is affected by involvement in the Minority Engineering Program. Specifically, the first quarter grade point averages of students involved in the program exceeded those of their peers in earlier years of study prior to the program's existence. In addition, mathematics and science reasoning scores on standardized tests increased pre- to postintervention. Comments collected in journals and files also demonstrated use of critical-thinking and problem-solving skills employed by the students. Recommendations for alterations of the program were made based on the outcome of the program evaluation. Further suggestions for research in minority engineering program development and evaluation were also discussed.

A Program on Hazardous Waste Management.

ERIC Educational Resources Information Center

Kummler, Ralph H.; And Others

1989-01-01

Provides an overview of the "Hazardous Waste Management Graduate Certificate" program at Wayne State University. Describes four required courses and nine optional courses. Discusses the development of a Master program and the curriculum of the Master program. (YP)

The long-term cost-effectiveness of varenicline (12-week standard course and 12 + 12-week extended course) vs. other smoking cessation strategies in Canada.

PubMed

von Wartburg, M; Raymond, V; Paradis, P E

2014-05-01

Smoking is the leading risk factor for preventable morbidity and mortality as a result of heart and lung diseases and various forms of cancer. Reimbursement coverage for smoking cessation therapies remains limited in Canada and the United States despite the health and economic benefits of smoking cessation. This study aimed to evaluate the long-term cost-effectiveness of varenicline compared with other smoking cessation interventions in Canada using the Benefits of Smoking Cessation on Outcomes (BENESCO) model. Efficacy rates of the standard course (12 weeks) varenicline, extended course (12 + 12 weeks) varenicline, bupropion, nicotine replacement therapy and unaided intervention were derived based on a published mixed treatment comparison methodology and analysed within a Markov cohort model to estimate their cost-effectiveness over the lifetime cycle. Study cohort, smoking rates and prevalence, incidence and mortality of smoking-related diseases were calibrated to represent the Canadian population. Over the subjects' lifetime, both the standard and the extended course of varenicline are shown to dominate (e.g. less costly and more effective) all other alternative smoking cessation interventions considered. Compared with the standard varenicline treatment course, the extended course is highly cost-effective with an incremental cost-effectiveness ratio (ICER) less than $4000 per quality-adjusted life year. Including indirect cost and benefits of smoking cessation interventions further strengthens the result with the extended course of varenicline dominating all other alternatives considered. Evidence from complex smoking cessation models requiring numerous inputs and assumptions should be assessed in conjunction with evidence from other methodologies. The standard and extended courses of varenicline are decidedly cost-effective treatment regimes compared with alternative smoking cessation interventions and can provide significant cost savings to the healthcare system. © 2014 John Wiley & Sons Ltd.

75 FR 136 - Privacy Act of 1974; Systems of Records

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-04

..., management of students in civilian institution programs, and course management for civil engineering... civilian institution programs, and course management for civil engineering education programs. Also...

Who Are with Us: MOOC Learners on a FutureLearn Course

ERIC Educational Resources Information Center

Liyanagunawardena, Tharindu Rekha; Lundqvist, Karsten Øster; Williams, Shirley Ann

2015-01-01

Massive open online courses (MOOCs) attract learners with a variety of backgrounds. Engaging them using game development was trialled in a beginner's programming course, "Begin programming: build your first mobile game," on FutureLearn platform. The course has completed two iterations: first in autumn 2013 and second in spring 2014 with…

Fiberglass Lamination Program. Course of Instruction for Adult and Post-Secondary Classes.

ERIC Educational Resources Information Center

Tuin, Dean

Seven courses of instruction are provided for a fiberglass lamination program for adult and postsecondary classes. The courses cover these areas: (1) mold preparation, (2) gelcoating, (3) fiberglass lamination, (4) stiffening, (5) popping, (6) grinding, and (7) mold making. Information provided at the beginning of each course consists of the…

A Prescriptive Approach to Introducing An Experiential Entrepreneurship Course in Undergraduate Education

ERIC Educational Resources Information Center

Sherman, Peter S.

2006-01-01

Universities are continually adding entrepreneurship courses to their curriculum. Duhaime and Hitt (2000) found 82% of schools offered entrepreneurship courses at the undergraduate level and 69% of masters programs had offerings in entrepreneurship. A much smaller number of programs offer courses that require that the students actually start the…

Who Is Repeating Anatomy? Trends in an Undergraduate Anatomy Course

ERIC Educational Resources Information Center

Schutte, Audra F.

2016-01-01

Anatomy courses frequently serve as prerequisites or requirements for health sciences programs. Due to the challenging nature of anatomy, each semester there are students remediating the course (enrolled in the course for a second time), attempting to earn a grade competitive for admissions into a program of study. In this retrospective study,…

Engineering a General Education Program: Designing Mechanical Engineering General Education Courses

ERIC Educational Resources Information Center

Fagette, Paul; Chen, Shih-Jiun; Baran, George R.; Samuel, Solomon P.; Kiani, Mohammad F.

2013-01-01

The Department of Mechanical Engineering at our institution created two engineering courses for the General Education Program that count towards second level general science credit (traditional science courses are first level). The courses were designed for the general student population based upon the requirements of our General Education Program…

Graduate Training of Counselors in the Addictions: A Study of CACREP-Approved Programs.

ERIC Educational Resources Information Center

Morgan, Oliver J.; Toloczko, Ann Marie; Comly, Eliza

1997-01-01

Assesses the state of addiction-related training taken from a telephone survey of accredited counselor education programs (N=86). Results reveal that 30% required courses in substance abuse/dependency issues. Reviews syllabi, numbers and types of courses, course requirements, and course texts. Most respondents (97%) indicated that addiction…

"Horses for Courses": Categories of Computer-Based Learning Program and Their Uses in Pharmacology Courses.

ERIC Educational Resources Information Center

Hughes, Ian E.

1998-01-01

Describes the pharma-CAL-ogy project, funded by Teaching and Learning Technology Programme (TLTP), which has developed various types of software for use in pharmacology courses. Topics include course organization and delivery software, drill and practice software, tutorial-type programs, simulations, and the need to integrate computer-assisted…

Courses in Media Ethics. A Spring 1977 Survey.

ERIC Educational Resources Information Center

Christians, Clifford G.

A questionnaire regarding the teaching of media ethics courses was sent to communication program administrators in 1977. This paper reports the responses obtained from 237 programs (96% response rate). For the 27% of schools reporting specific courses in ethics, the paper notes the number and types of schools with ethics courses, the place of…

Writing for Television: Academic Potential Realized: From Course to Program to Major.

ERIC Educational Resources Information Center

Sedlak, Valerie F.

The new Writing for Television Program at Morgan State University (suggested by Warner Brothers at a summer seminar) has added new courses each semester: (1) basic 200-level courses in the "Fundamentals of Writing for Television" and "Introductory Script Writing"; (2) more specialized 300-level courses in "Episodic…

Causal Attributions of Success and Failure Made by Undergraduate Students in an Introductory-Level Computer Programming Course

ERIC Educational Resources Information Center

Hawi, N.

2010-01-01

The purpose of this research is to identify the causal attributions of business computing students in an introductory computer programming course, in the computer science department at Notre Dame University, Louaize. Forty-five male and female undergraduates who completed the computer programming course that extended for a 13-week semester…

Evaluation of Link Courses and Other Co-Operative Educational Programs in New South Wales During 1979.

ERIC Educational Resources Information Center

Craig, Alan; And Others

Link courses and other cooperative educational programs designed for secondary school students in New South Wales were evaluated in 1979. Link courses/programs are instructional sessions in which secondary students attend a postsecondary institution, or in which postsecondary faculty give lessons to students at the secondary school. The study was…

Communication Barriers: A Study of Eastern Mediterranean University Students' and Teachers' of Online Program and Courses

ERIC Educational Resources Information Center

Isman, Aytekin; Altinay, Fahriye

2005-01-01

This research study defines communication barriers in online programs and courses by determining the perceptions of students and teachers at Eastern Mediterranean University. It aims to get the answers to the questions of what sorts of problems students and teachers face while being involved in online courses and online programs. Distance…

Designing and Deploying Programming Courses: Strategies, Tools, Difficulties and Pedagogy

ERIC Educational Resources Information Center

Xinogalos, Stelios

2016-01-01

Designing and deploying programming courses is undoubtedly a challenging task. In this paper, an attempt to analyze important aspects of a sequence of two courses on imperative-procedural and object-oriented programming in a non-CS majors Department is made. This analysis is based on a questionnaire filled in by fifty students in a voluntary…

IT0: Discrete Math and Programming Logic Topics as a Hybrid Alternative to CS0

ERIC Educational Resources Information Center

Martin, Nancy L.

2015-01-01

This paper describes the development of a hybrid introductory course for students in their first or second year of an information systems technologies degree program at a large Midwestern university. The course combines topics from discrete mathematics and programming logic and design, a unique twist on most introductory courses. The objective of…

Image, Myth and Beyond. American Women and American Studies. Vol. 2.

ERIC Educational Resources Information Center

Chmaj, Betty E.

The status of American women and women's studies are described. Part 1 of the report covers the status of women in universities and the professions. Part 2, on courses and programs, deals with course syllabi and commentary, programs of women's studies courses at specific institutions, continuing education programs, and a women's history research…