Academic literature on the topic 'Career course outcome'
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Journal articles on the topic "Career course outcome"
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Gunawan, Vania Pradipta, and Retno Yuliati. "APLIKASI MODEL SOCIAL COGNITIVE CAREER THEORY UNTUK MEMPREDIKSI NIAT MAHASISWA BEKERJA SEBAGAI AKUNTAN PUBLIK." Ekspansi: Jurnal Ekonomi, Keuangan, Perbankan dan Akuntansi 11, no. 1 (May 31, 2019): 35. http://dx.doi.org/10.35313/ekspansi.v11i1.1203.
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Abstract: The purpose of this research is to examine thesocial cognitive career theory (SCCT) model (Lent, Brown, & Hackett, 1994) which is composed of self efficacy and outcome expectation to predict university students’ intention to work as public accountant. To our best knowledge, this is the first research to examine SCCT model in accounting field; which is done prior and after the respondents take auditing course in university. Data from 234 respondents prior to taking auditing course and 215 respondents after taking auditing course from three universities in Jabodetabek area were taken and analysed using Structural Equation Modeling (SEM). It can be inferred that: (a) the correlation between self-efficacy and university students’ intention to be public accountant is stronger after taking auditing course; (b) the correlation outcome expectation and intention to work as public accountant is not significant both prior to and after taking auditing course;(c) the correlation between self-efficacy and outcome expectation is significant only on respondents after taking auditing course. The limitations in this research are the data was taken prior to and after taking Auditing 1 course (prior to taking Auditing 2) and all respondents are from renowned university in major cities. The result of this research is expected to increase the effectiveness of auditing courses to develop university students’ competence and confidence to achieve their career as public accountant.Keywords:social cognitive career theory, self-efficacy, outcome expectation, public accountant career
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Adachi, Tomoko. "Career Self-Efficacy, Career Outcome Expectations and Vocational Interests among Japanese University Students." Psychological Reports 95, no. 1 (August 2004): 89–100. http://dx.doi.org/10.2466/pr0.95.1.89-100.
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The Social Cognitive Career Model proposes that career interests arise from beliefs about capability to execute a course of activity (self-efficacy), and beliefs about the consequences of performing particular activities (outcome expectations). In our study, 301 Japanese university students were given questionnaires including the Vocational Preference Inventory and scales assessing Career Self-efficacy and Career-outcome Expectations. Hierarchical multiple regression analyses indicated both self-efficacy and outcome expectations were significantly related to vocational interests. Outcome expectations accounted for significant incremental variance in explaining interests across six of Holland's vocational environments. Implications of social cognitive theory for career development and interventions among Japanese university students are discussed.
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Grier-Reed, Tabitha L., and Nicole R. Skaar. "An Outcome Study of Career Decision Self-Efficacy and Indecision in an Undergraduate Constructivist Career Course." Career Development Quarterly 59, no. 1 (September 2010): 42–53. http://dx.doi.org/10.1002/j.2161-0045.2010.tb00129.x.
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Reese, Robert J., and Charles D. Miller. "Using Outcome to Improve a Career Development Course: Closing the Scientist-Practitioner Gap." Journal of Career Assessment 18, no. 2 (December 2, 2009): 207–19. http://dx.doi.org/10.1177/1069072709354309.
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Fernandez-Lazaro, Cesar I., Kevin A. Brown, Bradley J. Langford, Nick Daneman, Gary Garber, and Kevin L. Schwartz. "Late-career Physicians Prescribe Longer Courses of Antibiotics." Clinical Infectious Diseases 69, no. 9 (January 7, 2019): 1467–75. http://dx.doi.org/10.1093/cid/ciy1130.
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Abstract Background Antibiotic duration is often longer than necessary. Understanding the reasons for variability in antibiotic duration can inform interventions to reduce prolonged antibiotic use. We aim to describe patterns of interphysician variability in prescribed antibiotic treatment durations and determine physician predictors of prolonged antibiotic duration in the community setting. Methods We performed a retrospective cohort analysis of family physicians in Ontario, Canada, between 1 March 2016 and 28 February 2017, using the Xponent dataset from IQVIA. The primary outcome was proportion of prolonged antibiotic course prescribed, defined as >8 days of therapy. We used multivariable logistic regression models, with generalized estimating equations to account for physician-level clustering to evaluate predictors of prolonged antibiotic courses. Results There were 10 616 family physicians included in the study, prescribing 5.6 million antibiotic courses. There was substantial interphysician variability in the proportion of prolonged antibiotic courses (median, 33.3%; interdecile range, 13.5%–60.3%). In the multivariable regression model, later physician career stage, rural location, and a larger pediatric practice were significantly associated with greater use of prolonged courses. Prolonged courses were more likely to be prescribed by late-career physicians (adjusted odds ratio [aOR], 1.48; 95% confidence interval, 1.38–1.58) and mid-career physicians (aOR, 1.25; 1.16–1.34) when compared to early-career physicians. Conclusions We observed substantial variability in prescribed antibiotic duration across family physicians, with durations particularly long among late-career physicians. These findings highlight opportunities for community antimicrobial stewardship interventions to improve antibiotic use by addressing practice differences in later-career physicians.
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JADIDI, MOHSEN, FARIBA KARIMI, HAIKO LIETZ, and CLAUDIA WAGNER. "GENDER DISPARITIES IN SCIENCE? DROPOUT, PRODUCTIVITY, COLLABORATIONS AND SUCCESS OF MALE AND FEMALE COMPUTER SCIENTISTS." Advances in Complex Systems 21, no. 03n04 (May 2018): 1750011. http://dx.doi.org/10.1142/s0219525917500114.
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Scientific collaborations shape ideas as well as innovations and are both the substrate for, and the outcome of, academic careers. Recent studies show that gender inequality is still present in many scientific practices ranging from hiring to peer-review processes and grant applications. In this work, we investigate gender-specific differences in collaboration patterns of more than one million computer scientists over the course of 47 years. We explore how these patterns change over years and career ages and how they impact scientific success. Our results highlight that successful male and female scientists reveal the same collaboration patterns: compared to scientists in the same career age, they tend to collaborate with more colleagues than other scientists, seek innovations as brokers and establish longer-lasting and more repetitive collaborations. However, women are on average less likely to adopt the collaboration patterns that are related with success, more likely to embed into ego networks devoid of structural holes, and they exhibit stronger gender homophily as well as a consistently higher dropout rate than men in all career ages.
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Westwood, Esther, Balaram Malla, Jeremy Ward, Roshan Lal, and Kamal Aryal. "The Impact of a Laparoscopic Surgery Training Course in a Developing Country." World Journal of Surgery 44, no. 10 (June 24, 2020): 3284–89. http://dx.doi.org/10.1007/s00268-020-05606-y.
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Abstract Introduction Surgeons training junior colleagues to perform laparoscopic surgery find the ‘apprenticeship’ model of surgical training inadequate. Therefore, the use of training courses involving simulation have become an important way to teach laparoscopic surgery. An annual laparoscopic surgery course began in Nepal in 2013. It is difficult to assess the impact of the course on trainees and demonstrate a subsequent improvement in patient outcomes, but one way is to ask delegates for reflections on their experience of the course and their perception of how it has impacted patients. Methods The course involved simulation and patient-based training. A questionnaire to collect quantitative data and qualitative comments was sent to all 80 previous delegates (at least 9 months after the course) in September 2018. Results Twenty-eight delegates responded. The majority demonstrated career progression since completing the course (independent practitioners increased from 7 to 50%) and progression in their practice (18% had performed >20 laparoscopic procedures at the time of the course, vs 70% at the time of the questionnaire). All delegates felt that laparoscopic training is useful in the Nepalese context. Delegates felt the course was useful in developing skills, and improving confidence and safety. Suggestions for improvement included lengthening the course and increasing the amount of practical exposure. Conclusion There was a positive outcome of the course to Kirkpatrick level 2. There is a need to expand the course’s scope to an advanced level, increase its length and start courses in other centres, to ensure the most possible benefit to patients.
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Care, Esther. "Assessment of Interests and Aptitudes for Career Planning." Australian Journal of Career Development 4, no. 3 (October 1995): 9–13. http://dx.doi.org/10.1177/103841629500400304.
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In order to ensure that the guidance process is effective, career guidance professionals must make decisions about what techniques and interventions to implement with clients in the limited time generally available. Given the variety of interventions in the professional's repertoire, a decision to implement any one of these must be based on a strong probability that the outcome will be constructive. This study reports on the relevance of using vocational interests and aptitude data in the guidance process. The immediate and longer-term aptness of the assessment results is examined through analysis of measured interests, aspirations, scholastic aptitudes and tertiary course entry of 335 female secondary students. Results indicated excellent concurrent and predictive validity for the interest data while also indicating the role played by aptitudes.
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Nasab, Susan, John S. Rushing, James H. Segars, Emily Evers, Victoria L. Handa, Shari Lawson, Colleen Miller, Gayane Yenokyan, Jessica Bienstock, and Andrew J. Satin. "A Mentorship Program for Academic Obstetrician Gynecologists that Improved Publication and Overall Confidence for Success." Seminars in Reproductive Medicine 37, no. 05/06 (September 2019): 257–64. http://dx.doi.org/10.1055/s-0039-1697934.
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AbstractThis article aims to evaluate the impact of a mentorship program to enhance the training of clinical and research scientists in obstetrics and gynecology (OBGYN). A departmental course was developed for junior faculty and fellows based on their areas of interest. The research was IRB-approved. The curriculum consisted of monthly interactive workshops for an interdisciplinary group of trainees in OBGYN. Themes included research, education, and leadership in academic OBGYN. There was a strong emphasis on participatory exercises. Examples of curriculum topics included manuscript publication and review, grant writing, working with an IRB, promotion, and time management. Pre- and post-course questionnaires assessed participants' confidence in skills related to the course topics. Generalized linear models were used to assess changes in post-course response, using each question as the dependent variable and an indicator for post-course as the predictor variable. The control group was composed of junior faculty and fellows before the course was initiated. Outcome measures included the number and impact factor of published manuscripts. A Wilcoxon rank-sum test was used to assess outcome measures. Of the 118 attendees, 26 (22.0%) were junior faculty, 35 (29.66%) were clinical fellows, and 28 (23.7%) were research fellows, other research staff, or students. For each 3-year course series, an average of 20 participants completed the post-course surveys, of which 72% were clinical fellows, 22% were assistant professors, and 5% were instructors. The data revealed a statistically significant change in the participant's overall confidence in skills related to research, education, and leadership when comparing the cumulative results from the pre-to-post course surveys (p < 0.001). Specifically, participants noted improved confidence in their skills related to clinical and translation research (p < 0.001) and leadership and academic career advancement (p = 0.001). Additionally, junior faculty and clinical fellows who attended the course had a higher number of publications during the course period compared with controls (p = 0.003 and p = 0.008, respectively). This subspecialty-tailored, departmental training program was effective in increasing junior faculty and clinical fellows' confidence in skills related to career advancement and research and in the number of peer-reviewed publications.
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Phillips, Jen, Nancy Fjortoft, Karen Nagel-Edwards, and Ana C. Quiñones-Boex. "Designing a Professional Development Course Sequence to Address Standard 4 Elements Using a CPD Framework." INNOVATIONS in pharmacy 10, no. 2 (June 26, 2019): 19. http://dx.doi.org/10.24926/iip.v10i2.1679.
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ACPE defines personal and professional development as an expected outcome of the Doctor of Pharmacy degree program, but there is scarce data in the literature discussing methods for systematically addressing these concepts in curricula. This paper describes the development and attributes of a four-year professional development course sequence within a college of pharmacy designed to develop students’ knowledge, skills, abilities, behaviors, and attitudes necessary to demonstrate self-awareness, leadership, innovation and entrepreneurship, and professionalism through their life-long career. Each course has at least one required activity addressing each of the four elements of Standard 4. The continuous professional development framework is used as a backbone to the course sequence structure, utilizing the four elements of CPD—reflect, plan, act, evaluate.
Article Type: Note
Dissertations / Theses on the topic "Career course outcome"
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Hansen, Jamie Marie. "A Career Course Follow-Up: Does a Student Development Elective Make a Difference?" BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5502.
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Since its inception, work and career-related issues have been central to the aims and scope of counseling psychology as a discipline. One common career counseling intervention in the University setting is to offer elective, credit-bearing courses in career development and exploration to provide help and direction to college students as they decide on majors and prepare for careers. Much research has been conducted which suggests that the use of career courses in the university setting has strong, positive impact on students' career decision-making ability and other output variables. What is less established is the impact of these career courses on macro-level outcome variables like retention, graduation rate, and academic performance. This ex post facto study examined two samples of undergraduate students from an eight-year span (2000-2007): one that successfully completed the Student Development 117 course at the site university (Career Exploration) during that time (N = 3,546) and a reasonably matched sample of students who did not take the career course to act as the comparison group (N = 3,510). The two groups were compared to determine if students who completed the Career Exploration course differed significantly from non-course participants in terms of graduation rate, time to graduation (in semesters and credits), course withdrawals, and total cumulative GPAs. Results indicated that the Career Exploration course was not a significant predictor of whether or not students graduated in six years, the number of semesters it took students to graduate and the number of withdrawals students incurred. However, the Career Exploration course did significantly predict total number of credits (with course participants graduating with about five more credits than the non-course participants) and cumulative GPA at graduation (with course participants graduating with higher GPAs than the comparison group). Implications for future research and practitioners are discussed.
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Feldman-Sparber, Carol. "Analysis of Evidence-Based Course of Study Predictors for Improving the Post-school Outcomes of Post-Secondary Education and Employment for Students with Autism." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1429015103.
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Salter, Shannon Kay Dagley John C. "Comparing outcomes of two instructional approaches to a career development course." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Counselor_Education/Dissertation/Salter_Shannon_5.pdf.
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Sewell, Thomas R. "Student Outcomes in Traditional, Hybrid, and Online Courses in Community College Career and Technical Education Programs." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3101.
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The purpose of this quantitative study was to examine whether differences in student course outcomes as defined by final course grades existed between three content delivery methods in career and technical education courses: Traditional (face to face), hybrid, and online. Final course grades in career and technical education courses at one community college for the Fall 2011 through the Fall 2015 semesters were used in this study to compare the success of students in courses employing the three content delivery methods. The outcomes for male and female students and the outcomes for traditional and nontraditional students in career and technical education programs were compared as well.
The method of delivery was found to have an impact. Withdrawal rates for career and technical education courses were also impacted by course delivery method. Seven research questions were included in this study, and the data was analyzed using one-sample chi-square tests for the seven research questions in the study.
Results indicated that students had significantly higher student learning outcomes in traditional courses in career and technical education programs than in either hybrid or online courses. Withdrawal rates were higher for hybrid and online courses than traditional courses. Student gender and age were related to student final course outcomes with both male and female students more likely to earn transferable final course grades in traditional courses than in hybrid or online courses. Traditional age and nontraditional age students were also more likely to earn transferable final course grades in traditional courses than in hybrid or online courses. Nontraditional age students were significantly more likely than traditional age students to earn a transferable final course grade regardless of delivery method. Overall findings suggest that delivery method may impact student outcomes in career and technical education courses. The study is significant in that it provides insight into specific differences in student outcomes by the three different delivery methods currently used in higher education and may be used for comparison with other institutions’ student outcomes.
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Stochel, Andrew. "The ECHD 2050 Project an outcome study on the effects of combining individual career consultation sessions with a career course /." 2008. http://purl.galileo.usg.edu/uga%5Fetd/stochel%5Fandrew%5F200808%5Fphd.
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Shyang, Lee Huei, and 李輝祥. "The Impact of Self-Efficacy, Interest and Outcome expectaion on the Choice of University Courses and Career Path of Malaysian Senior Class Students -A Case Study of Chinese Independent Schools in Klang District." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/4u4d7j.
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碩士國立彰化師範大學
輔導與諮商學系所
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This study was conducted to examine the impact of self- efficacy, interest and outcome expectation on the choice of university courses and career path of Malaysian senior class students. The theoretical framework of the study was constructed based on Social Cognitive Career Theory (SCCT) and it is to: 1. compare the difference on the variables (self-efficacy, outcome expectation, interest and target career) caused by gender and age level, and at the same time. 2. investigate the relationships of the variables among all and students of different career path and their path model. Relevant charts were translated after reviewing international literature. The chart content included science subjects and choice of career, self-efficacy of studying science subjects, selection of science subject and expected career outcome, science subject activities, academic subjects and career interest, and personal data. The research object was senior one to senior three students of four Chinese independent schools in Klang. 694 questionnaires were distributed and 686 collected. The data was analyzed by PASW Statistics 18 and Amos 16.0 on the mean score, standard deviation, two -way MANOVA, MANOVA, Pearson’s Product-moment correlation and Structural equation modeling, SEM. The following conclusions were drawn at the end of the research: 1. The self-efficacy, outcome expectation, interest and target choice of career were of above average among the senior classes students. 2. The self-efficacy and interest of girls were significantly lower than of boys but no significant difference was shown with the target choice of career and outcome expectation. 3. Interest towards science-related career of senior one students was higher than those of senior two and senior three. Their choice of science-related subject was also higher than those of senior two. 4. The path model of the self-efficacy, outcome expectation, interest and target choice of all senior class students fulfilled the hypothesis of SCCT. However, the science directed and non-science directed choice of career path of model did not fulfill the hypothesis of SCCT. 5. For senior class students with science directed choice of career, their outcome expectation and self-efficacy had a significant influence on their target choice while there seemed to be no significant influence by their interest. For students who had no science directed choice of career, their interest and outcome expectation had a direct impact towards their target choice while self-efficacy had an indirect influence. Some suggestions on the future field work of career planning were therefore drawn based on above findings and conclusion. Keywords: science class students of Malaysian Chinese independent schools, self-efficacy, interest, outcome expectation, target choice, Social Cognitive Career Theory
Books on the topic "Career course outcome"
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Franz, Carleen, Lee Ascherman, and Julia Shaftel. Transition From School to College and Career. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0013.
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The transition period from adolescence to young adulthood is the final phase of special education supports and services, which end with high school completion. The IDEA requirements for transition services are spelled out for the benefit of clinicians and parents who are not familiar with these features of the Individualized Education Program for students 16 years and older. Measurable postsecondary goals for education, employment, and, if needed, independent living are based on student strengths, preferences, and needs. Additional steps include the identification of necessary transition assessments to define progress toward those goals, development of a course of study, and the involvement of external agencies as desired to assist the student and family to attain future goals. Challenges in transition planning are discussed along with an array of potential positive and negative outcomes for youth with disabilities. A case study is included as a model of best practices in transition planning.
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Trepulė, Elena, Airina Volungevičienė, Margarita Teresevičienė, Estela Daukšienė, Rasa Greenspon, Giedrė Tamoliūnė, Marius Šadauskas, and Gintarė Vaitonytė. Guidelines for open and online learning assessment and recognition with reference to the National and European qualification framework: micro-credentials as a proposal for tuning and transparency. Vytauto Didžiojo universitetas, 2021. http://dx.doi.org/10.7220/9786094674792.
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These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.
Book chapters on the topic "Career course outcome"
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Nagy, Gabriel, Jessica Garrett, Ulrich Trautwein, Kai S. Cortina, Jürgen Baumert, and Jacquelynne S. Eccles. "Gendered high school course selection as a precursor of gendered careers: The mediating role of self-concept and intrinsic value." In Gender and occupational outcomes: Longitudinal assessments of individual, social, and cultural influences., 115–43. Washington: American Psychological Association, 2008. http://dx.doi.org/10.1037/11706-004.
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Haugdahl, Hege Selnes, Ingeborg Alexandersen, and Gørill Haugan. "Health Promotion Among Long-Term ICU Patients and Their Families." In Health Promotion in Health Care – Vital Theories and Research, 245–68. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63135-2_18.
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AbstractFew patients are as helpless and totally dependent on nursing as long-term intensive care (ICU) patients. How the ICU nurse relates to the patient is crucial, both concerning the patients’ mental and physical health and well-being. Even if nurses provide evidence-based care in the form of minimum sedation, early mobilization, and attempts at spontaneous breathing during weaning, the patient may not have the strength, courage, and willpower to comply. Interestingly, several elements of human connectedness have shown a positive influence on patient outcomes. Thus, a shift from technical nursing toward an increased focus on patient understanding and greater patient and family involvement in ICU treatment and care is suggested. Accordingly, a holistic view including the lived experiences of ICU care from the perspectives of patients, family members, and ICU nurses is required in ICU care as well as research.Considerable research has been devoted to long-term ICU patients’ experiences from their ICU stays. However, less attention has been paid to salutogenic resources which are essential in supporting long-term ICU patients’ inner strength and existential will to keep on living. A theory of salutogenic ICU nursing is highly welcome. Therefore, this chapter draws on empirical data from three large qualitative studies in the development of a tentative theory of salutogenic ICU nursing care. From the perspective of former long-term ICU patients, their family members, and ICU nurses, this chapter provides insights into how salutogenic ICU nursing care can support and facilitate ICU patients’ existential will to keep on living, and thus promoting their health, survival, and well-being. In a salutogenic perspective on health, the ICU patient pathway along the ease/dis-ease continuum reveals three stages; (1) The breaking point, (2) In between, and (3) Never in my mind to give up. The tentative theory of salutogenic long-term ICU nursing care includes five main concepts: (1) the long-term ICU patient pathway (along the salutogenic health continuum), (2) the patient’s inner strength and willpower, (3) salutogenic ICU nursing care (4), family care, and (5) pull and push. The salutogenic concepts of inner strength, meaning, connectedness, hope, willpower, and coping are of vital importance and form the essence of salutogenic long-term ICU nursing care.
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Issever, Cigdem, and Ken Peach. "Preparation and Presentation." In Presenting Science. Oxford University Press, 2009. http://dx.doi.org/10.1093/oso/9780199549085.003.0009.
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Horace was clearly being critical. We need to ensure that we take our audience with us on the journey. In this chapter, we will discuss some of the ways in which you can try to achieve that happy outcome, once you have mastered your brief and mustered your material. Presenting scientific results is a serious business, but this does not mean that it has to be dull and boring. Of course, a lot depends upon personality; not everyone is outgoing and extrovert, or witty and erudite, and it can be quite difficult to follow someone who is. Nevertheless, like many things, it is a skill that can be acquired with practice. The point is that presenting scientific results is one of your professional duties, and it should be done professionally. It is likely to be some time in the development of your career before you are invited to give a major address to a large audience at a major event, which is when all of your oratorical and theatrical skills will be needed, but it is a good idea to start to practise them sooner rather than later. There is a trend towards giving younger scientists an opportunity to present their work at a major conference—if you are offered the chance, take it, but prepare well. In any case, many wise group leaders know that an enthusiastic graduate student or postdoc always makes a very good impression on visiting committees and suchlike, and so you might find yourself giving a keynote presentation quite early in your career. This is where self-awareness is vital. You need to assess your own strengths and weaknesses. Are you extroverted or introverted? Are you confident or timid? Is your voice strong, projecting well to the back of the hall, or do you speak with quiet authority? Are your nerves steady, or do you perspire and shake? In reality, most of us are somewhere in the middle most of the time. Even an experienced communicator is likely to be a little nervous if there are several Nobel Laureates in the audience.
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Remsen, Mary Ann. "RTI in Career and Technical Education." In Advances in Early Childhood and K-12 Education, 178–97. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8516-1.ch008.
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Successful implementation of Response to Intervention (RTI) models at the secondary level is dependent on school-wide execution. However, because academic content is the primary focus of secondary educators, little attention has been focused on how to integrate RTI within elective courses, such as career and technical education courses. This chapter examines RTI practices at the secondary level with a focus on school-wide implementation to include career and technical education courses. RTI components and protocols, a proposed revised RTI framework and inclusive elements, and specific intervention strategies are discussed, all as they specifically relate to career and technical education. The information presented herein will be useful for educators seeking to improve RTI outcomes through school-wide integration of intervention strategies.
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Melius, Janella. "The Role of Social Constructivist Instructional Approaches in Facilitating Cross-Cultural Online Learning in Higher Education." In Online Course Management, 221–40. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch012.
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The role of the university is rapidly changing in this new information age, as many courses and programs are using on-line modalities (i.e. live, interactive audio or video or video conferencing, pre-recorded instructional videos, Webcasts, CD-ROMs, DVDs, or computer-based systems accessed over the Internet) as part of their instructional delivery. Online learning education has closed the gap for many learners who would have been unable to attend an institution of higher learning due to family and career obligations; it has also been instrumental with facilitating collaborative learning and teamwork among students in cross-cultural and cross-national settings. However, due to these geographic variations among online learners from culturally diverse backgrounds, instructors may be faced with challenges hindering their facilitation of online courses and the overall learning outcomes among cross-cultural students. The purpose of this chapter is to discuss aspects of these challenges, provide educators across all discipline with an understanding of the role social constructivist instructional strategies have on facilitating an inclusive online cross-cultural learning environment, and provide recommendations for developing strategies to accommodate these diverse students.
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Sievers, Katie, and Debbie Smith. "Communicating Credential Value." In Handbook of Research on Credential Innovations for Inclusive Pathways to Professions, 254–74. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-3820-3.ch013.
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Learners are increasingly turning to “alternative” education channels to up- and re-skill over the course of their lifetimes. In turn, the credentialing market is expanding quickly to supplement or replace training available through traditional pathways. Yet, the relationship between emerging credentials and learners' career outcomes is underexplored. To allow credentials to pave more inclusive pathways to professions, organizations that issue credentials need to gather data about career outcomes, leverage those data to enhance their program, and promote the outcomes transparently. This chapter explores three approaches to reporting outcomes and provides actionable recommendations to implement transparent reporting strategies. If implemented, the suggested approaches could ultimately help enhance understanding of, trust in, and economic support for alternative credentials.
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Wunderlich, Tom, Beverly Forbes, and Erin Mills. "Trip to the Virtual Career World." In Multi-User Virtual Environments for the Classroom, 159–69. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-545-2.ch011.
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A Faculty Innovator Grant allowed the Old Dominion University Career Management Center to develop the capability and protocol to take a group of students to an employer site in Second Life (SL) within the context of a one-credit-hour career course. This chapter will discuss the development process and the challenges encountered in preparing a class to visit and productively interact with employers in SL. It will also discuss minimizing development costs and the amount of faculty time and effort necessary to incorporate trips to virtual worlds in their class syllabi. This is an example of “how to” for those interested in taking groups into SL rather than an academic study of the effects of a visit in SL on the students. Therefore citing of research and discussion of educational outcomes is kept to a minimum.
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Boyer, Mark A., and Scott W. Brown. "Scholarly Learning in an Ecological Setting: Applying the Knowledge, Attitudes, and Behaviors Framework to Perceived Outcomes from Participation in the Long-Term Ecological Research Program." In Long-Term Ecological Research. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780199380213.003.0066.
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Using the conceptual framework of Knowledge, Attitudes, and Behaviors (KABs), we develop a structured aggregate analysis of the essays in this volume. Building from the KAB analysis, we examine how the Long-Term Ecological Research Program (LTER) program altered career paths (or not), perhaps changed original scholarly directions, and led to more integrative and important research over the course of careers. Our primary finding is that the LTER program has successfully affected ecological research careers, mostly because the involved participants were predisposed to thriving in an interdisciplinary environment. Every scholar can point to events or experiences in his or her career that had a significant impact on his or her intellectual trajectory. For example, the authors of this chapter began collaborating as a result of a happenstance phone call in 1998 that led to more than 15 years of fruitful scholarly interactions centering around online international studies education in middle school through college environments. About a decade ago, one (Boyer) made a distinct turn in his scholarly agenda away from political economy and toward environmental inquiry. The other (Brown), a psychologist by training, has spent large portions of his career in K–12 and college settings working to promote research-based educational practices. The point is, many scholars develop their careers in ways unimagined early on, some by happenstance, as in our own case. With this type of “we know intellectual change happens, but how do we understand it?” in front of us, this collection of essays by participants in the LTER program provides a rich body of data on which to develop a macro-level analysis of patterns of intellectual evolution in environmental research. We will begin by laying out the conceptual framework of KABs as a means to develop a structured aggregate analysis of the chapters in this volume. In using this conceptual framework and associated qualitative methodology, we hope to provide insights into whether participation in the LTER program did in fact affect the scholars involved in the enterprise and, if so, in what ways.
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Ballakrishnen, Swethaa S. "Families." In Accidental Feminism, 131–56. Princeton University Press, 2021. http://dx.doi.org/10.23943/princeton/9780691182537.003.0006.
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This chapter traces the role of families and life course in determining the unlikely gender outcomes found in large law firms. The advantage of the legal profession is that the career trajectory allows for a more progressive work–family balance. In particular, women in elite law firms typically start their careers in their early twenties and are in a position to become partner in their early thirties — this timeline for promotion allows women to be in positions of power while they negotiate childcare and maternity leave, whereas women in other elite professions tend to be junior colleagues when they make agentic life-course choices and are penalized accordingly. Yet, the fact remains that the structural career trajectory in these law firms was not introduced to make women more competitive candidates for partnership, but instead, emerged as a response to a concentrated, high-growth legal services market. The chapter then highlights the ways in which this unprecedented success for Indian middle-class women in the workforce depends on two existing inequalities in the grander Indian system: a ready, caste-dependent labor force that supplies affordable housework support and childcare; and a penultimate generation of close female family members who are not in the workforce and are available to provide free and ready household support systems.
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Remsen, Mary Ann. "Systems of Support to Prepare Students for College and Career Readiness." In Advanced Strategies and Models for Integrating RTI in Secondary Schools, 192–213. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8322-6.ch010.
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Successful implementation of response to intervention (RTI) models at the secondary level is dependent on schoolwide execution. However, because academic content is the primary focus of secondary educators, little attention has been focused on how to integrate RTI within career and technical education courses to strengthen college and career readiness. This chapter examines RTI practices at the secondary level with a focus on schoolwide implementation to incorporate systems of support in career and technical education courses. Current practices to support college and career readiness within schoolwide reform movements to incorporate RTI components and protocols are described. A revised model that incorporates a systems framework is discussed within career and technical education. Attention to career pathways, curriculum design, and intervention strategies are included as they specifically relate to college and career readiness. The information presented herein will be useful for educators seeking to improve RTI outcomes through schoolwide integration of intervention strategies to support student success after high school.
Conference papers on the topic "Career course outcome"
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Vásquez, Rafael E., Norha L. Posada, Santiago Rúa, Carlos A. Zuluaga, Fabio Castrillón, and Diego A. Flórez. "Curriculum Change for Control Engineering Education in a Mechanical Engineering Undergrad Program." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66658.
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This paper addresses the curriculum change performed for control engineering education in the mechanical engineering (ME) undergraduate program at the Universidad Pontificia Bolivariana (UPB), located in Medellín, Colombia. The new curriculum model of the UPB is based on learning, and promotes the achievement of outcome-related course learning objectives during the education process. The faculty of the ME department developed the Human Capabilities and Outcomes Map; such map explicitly shows the connection between general human capabilities that are strengthen through the ME program, the outcomes that are to be achieved, the way this outcomes are assessed, and the courses where the outcomes are addressed in the curriculum. The faculty responsible for the area of design, dynamic systems, and control, gathered during two years and defined educational objectives for all the courses in the area, considering the mechanical engineering program as a whole in order to provide the students with knowledge and skills necessary for their future professional career. As a result, three new courses to address control engineering education in the mechanical engineering curriculum were created: Measurement and Instrumentation, Control Engineering, and Control Engineering Lab. Since the courses have been recently created, faculty will assess the performance within a three-year period in order to quantify the impact of the curriculum change for control engineering education.
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Bao, Qifang, Francisco Morocz, Sami El Ferik, Mian Mobeen Shaukat, and Maria C. Yang. "An Investigation of Design Requirement Volatility, Risk and Priority in Early Stage Design Projects." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47661.
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In new product development, design requirements are a formalization of a product vision and can evolve substantially in the early stages of product design. This paper describes an empirical study of the relationships among design requirements volatility, risk, prioritization and the quality of design outcome in the context of a graduate level product development course for mid-career professionals. Among other findings, a pattern of decreasing risk of a design requirement, especially the risk of high priority requirements, was found to be a key predictor of success. The findings suggest the importance of managing design requirement risk in early stage design and the potential benefit of using risk and priority level of design requirements to monitor design project health.
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Lichtenstein, Gary, and James S. Collofello. "Infusing Entrepreneurial Mindset Into Engineering Education: Five Strategies for Implementation Success." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24644.
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Abstract The Ira A. Fulton Schools of Engineering (FSE) received a two-year grant to institutionalize entrepreneurial mindset (EM) throughout the college. This paper summarizes the history of entrepreneurial education in engineering, then reviews metrics of initial implementation success across 17, ABET-accredited programs. Five strategies were deployed during the implementation stage of the initiative, which strived to engage 66 faculty who taught one of three EM-focus courses in each undergraduate program: a first-year engineering course, a required design or technical course in the second or third year, and Capstone. Strategies were: 1) Adopting a 21st Century Engineer orientation to entrepreneurial education; 2) Operationalizing EM using a single, consistent framework across all courses and programs; 3) Modeling implementation based on ABET accreditation processes; 4) Infusing the initiative with substantial faculty support; and 5) Incentivizing faculty with stipends to promote initial implementation. Challenges revolve around sustaining implementation while improving effectiveness of EM instruction and assessment, particularly after grant funding. Lessons learned are that 1) institutionalization of the initiative needs to be strategized during initial implementation and 2) faculty are more likely to support an initiative that includes activities and outcomes about which they have always cared, including student success, professional development, and collegial interaction.
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Tyagi, Pawan. "Easily Adoptable Interactive Teaching Practices and Students Progress Monitoring Strategies." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-39118.
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An active class room teaching practice can become highly rewarding for students. An instructor practicing active learning approaches may get significantly higher success in inculcating course materials deeply as compared to a lecture based teaching. However, transitioning from prevailing lecture based instruction to an active learning approach can be hampered by the reservations and prejudices of an engineering educator; a tenure track faculty may find it even more challenging to leave the traditional lecture based teaching approach and adopt an active teaching approach. This paper will describe the active teaching techniques that I, a tenure track faculty, has been practicing to teach mechanical engineering courses; the main discussion will focus on the Fuel Cell Science and Technology course. I have devised my current deep learning and teaching strategies through a yearlong Myrtilla Miner Faculty Fellowship cohort under Dr. Ken Bain and a number of workshops on the group based active teaching and peer interaction based teaching. This paper describes the strategies for developing a teaching and assessment plan for the courses I teach by emphasizing on (i) designing significant learning outcomes before starting a class, (ii) the long term retention of key concepts of a course by fostering student centered deep learning course activities, and (iii) far transfer of the skills students gain from a course. The first topic of this paper is about various strategies to understand students’ motivations and inhibitions that may govern their learning curve in a course. The second topic of this paper discusses the crucial aspect of designing a promising syllabus to give students a bigger purpose for learning the course material; a promising syllabus attempt to connect students’ long held curiosities and career ambitions with the course to be offered. The third topic delves into the strategies to engage students in self-preparation to assimilate the key concepts to be discussed in a class. This paper will also highlight the approach to design conceptual quizzes to guide student preparation before they come to the class and then use the same conceptual quizzes to conduct peer discussion and define the flow of a class; this strategy is derived from Dr. Eric Mazur’s work on peer interaction based teaching. The fourth topic is about the utility of one pager feedback form to be filled by the students after every class. This paper will discuss structure and effectiveness of the feedback form in improving student attention and participation in the class discussions. I have offered two workshops on effective teaching at the University of the District of Columbia to promote active student learning in a wide range of courses. I plan to conduct workshops for the middle and high school teachers to share the effective teaching skills.
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Cobb, Corie L., Alice M. Agogino, and Sara L. Beckman. "Longitudinal Study of Learning Outcomes in a New Product Development Class." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34456.
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This paper reports on a longitudinal study of lessons learned from a graduate-level New Product Development course taught at the University of California at Berkeley, comparing lessons learned by students during the course with alumni perceptions one to ten years after graduation. Previous research on student learning outcomes in New Product Development (NPD) found that on the last day of class students identify working in multifunctional teams and understanding user needs as their most important lessons learned. This study raises the question of whether or not students maintain the same emphasis on learning outcomes once they have moved on to careers in industry. To answer this question, we conducted 21 in-depth interviews with alumni who took the course between 1995–2005 and are now working in industry. A qualitative and quantitative analysis of the alumni interviews reveals that former students still highly value what they learned about team work and understanding user needs, but see more value in tools for concept generation, prototyping, and testing after gaining work experience. The results reaffirm the value of engaging students in multidisciplinary design projects as a vehicle for developing the professional skills needed in today’s competitive new product development environment.
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Nolte, Hannah, Catherine Berdanier, Jessica Menold, and Christopher McComb. "Comparison of Exams and Design Practica for Assessment in First Year Engineering Design Courses." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22054.
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Abstract In response to calls for engineering programs to better prepare students for future careers, many institutions offer courses with a design component to first-year engineering students. This work proposes that traditional exam-based assessments of design concepts are inadequate, and alternative forms of assessment are needed to assess student learning in design courses. This paper investigates the self-efficacy differences between a traditional exam and a two-part practicum as a mid-semester assessment for introductory engineering students enrolled in a first-year design course. Increased self-efficacy has been linked to various positive student outcomes and increased retention of underrepresented students. The practicum consisted of an in-class team design task and an out-of-class individual reflection, while the exam was a traditional, individual written exam. All students completed a pre-assessment survey and a post-assessment survey, both of which included measures of design self-efficacy. Analysis showed that the practicum increased the design self-efficacy of students more effectively than the exam. Students who identified as women had greater gains in design self-efficacy during the practicum as compared to men. Identifying as a minority subgroup student was also trending towards being a significant predictor of change in self-efficacy for the practicum. Findings suggest that a mid-semester practicum is a successful assessment of design competencies that contributes to increased first-year engineering student self-efficacy.
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Papadopoulou, Kassandra A., and Robert A. Phillips. "The Value of an Enterprise Postgraduate Research Programme for creating business start-ups in the UK." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11122.
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The Masters of Enterprise Programme is a postgraduate programme whereby a student attempts to start a business during the course of their studies. Established in 2001, we have analysed the success of the 59 companies created from the course and found that as expected the start-up rate is higher than the general population. We also found that ratio of male to female founders (70-30) was similar to start-ups from the general population; however, the survival rate of ventures created from the programme was significantly higher. Also, a higher rate of the businesses were employing more than just the founder, implying they are what could be considered “Entrepreneurial” businesses rather than simply someone self- employed as might be normal in some careers. Despite many overseas students completing the course, only 3 of the businesses were founded outside the UK, suggesting the UK economy is benefitting from the ventures created. We also discuss other outcomes from the course such as these entrepreneurial students are often recruited by top corporates. We further discuss what we believe are the contributing pedagogic factors to its success. Keywords: Entrepreneurship and Enterprise Education, Employability, Start-ups, UK economy.
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Barakat, Nael. "Professional and Soft Skills for Engineering Graduate Students." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41096.
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Graduate studies in engineering have always been a favorable choice for career advancement, in both the practice and the academic sides of the career. Graduate students constitute a significant population of engineering schools, which brings with it a whole spectrum of questions and issues. To verify the quality of students and their preparedness for graduate studies, checks and balances have been installed to filter these students through investigating their academic records. However, the soft and professional side of the skill set that these students have is not of much significance in these filters. These skills include, but are not limited to, communication, logical reasoning, management, autonomy, and ethics and professionalism. Embedded among these skills is also the intellectual and mental graduation of school. With most students realizing the importance of continuous education and life long learning, many of them are seeking graduate studies. The highly diverse background of these students creates an obvious differential in their ability to meet expectation at that level of academics. This has resulted in many issues arising in graduate schools about the preparedness of the incoming students. To better identify and treat these deficiencies, strategies and applications are being sought. In this paper, a list of the expected soft and professional skills in graduate engineers is provided. A discussion of the most common issues related to this skill set in incoming graduate students is presented. In addition, a strategy that has been designed and applied through a mandatory course in an existing graduate engineering curriculum, at Grand Valley State University (GVSU) School of Engineering (SOE), dealing with these issues, is included. Reflections on the course outcomes and evaluations are also provided.
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Siddique, Zahed, Chen Ling, Piyamas Saengsuri, Sagar Chowdhury, Yunjun Xu, and Xiaojun Geng. "Gaming and Interactive Visualization Education Module to Help Understand Geometric Tolerancing." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28596.
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In engineering disciplines, visualization can provide an essential mode to facilitate student understanding of important and abstract concepts. Learning through a medium that combines course materials with game characteristics can be a powerful tool for education. This approach is expected to improve student willingness to learn, which will in turn increase the interests of high school and undergraduate students towards engineering as a future career. In this paper, three teaching modules based on the Gaming and Interactive Visualization for Education (GIVE) in three universities will be described in detail with enhanced game characteristics. Also, using the newly developed assessment tools, the evaluation data from the students who have experienced the GIVE system will be analyzed. More specifically, the three modules are designed and illustrated in this paper for the Flight Mechanics, Introduction to Electrical Engineering, and Design and Manufacturing. The following game characteristics have been considered and implemented in the modules: progressively balanced goal, feedback, time sensitive scoring, adaptive scoring, meaningful visual presentation, emotional involvement, avoiding guess, constitutive rule, operational rule, background, challenges, and rewards. Along with the course module development and implementation, the outcomes have been assessed using our evaluation system. The results have been analyzed and suggestions have been given for future work.
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Cieslinski, Benjamin, Mohamed Gharib, Brady Creel, and Tala Katbeh. "A Model Science-Based Learning STEM Program." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-10352.
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Abstract In this paper, a model STEM program called Engineering Heroes: Qatar Special Investigators (QSI), aimed to familiarize young students with science and engineering in real life applications, is presented. The program theme is about forensic science and technology, which included science and engineering activities with hands-on projects to challenge students’ science and critical thinking skills. Throughout the program, students learned about forensic science as an application of science, engineering and technology to collect, preserve, and analyze evidence to be used in the course of a legal investigation. Participants learned the history of forensic analysis and how it evolved into today’s specialized career field. Forensic specialists include backgrounds in chemistry, physics, biology, toxicology, chemical and electrical engineering. Topics included in the program were a study of toxicology and chemical analysis, assays to determine drug contents, fingerprint development, environmental contamination, chromatography in forgery, presumptive vs. confirmatory testing, scanning electron microscopy, infrared analysis, and evidence handling techniques. The details of the program are presented, including the contents, preparation, materials used, case studies, and final crime scene investigation, which featured the learning outcomes.
Reports on the topic "Career course outcome"
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Reardon, Robert, and Emily Fiore. College career courses and learner outputs and outcomes, 1976-2014 (Technical Report No. 55). Florida State University Libraries, June 2014. http://dx.doi.org/10.17125/fsu.1520968878.
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Folsom, Byron, and Robert Reardon. The Effects of College Career Courses on Learner Outputs and Outcomes: Technical Report No. 26. Florida State University Libraries, October 2001. http://dx.doi.org/10.17125/fsu.1525966937.
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Folsom, Byron, Robert Reardon, and Donghyuck Lee. The Effects of College Career Courses on Learner Outputs and Outcomes: Technical Report No. 44. Florida State University Libraries, June 2005. http://dx.doi.org/10.17125/fsu.1525973794.
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Murillo, Marco. Examining English Learners’ College Readiness and Postsecondary Enrollment in California. Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.policy.8.
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Given a growing asset-based approach to equipping English Learners (ELs) with the knowledge and skills to enter and succeed in postsecondary education, this brief examines ELs’ college readiness and postsecondary education outcomes in California. It includes a brief summary of relevant literature on college readiness among EL students. Researchers then present data retrieved from the California Department of Education on college readiness and postsecondary education. The results show that EL students lack access to college preparatory courses, have a low rate of meeting the state’s College/Career Indicator, and enroll in postsecondary education at lower rates than other groups. This policy brief concludes with recommendations for state-, district-, and school-level improvements for ELs’ college readiness and postsecondary enrollment.