Academic literature on the topic 'Commission on Courses of Study'

The study reviewed the course codes at undergraduate level in selected universities and Higher Education Commission (HEC). The objectives of the study were to investigate the coding system of courses and propose a system for coding the courses at tertiary level in Pakistan. The coding system of different universities, inside and outside Pakistan, was analyzed and a system of coding was proposed. The study found discrepancies in the coding of courses that cause difficulties for academic bodies and transfer of credits from one university to another. It is recommended that courses of a degree required may be divided in 1) General Education requirements, 2) Subject specific foundation courses, 3) subject specific major compulsory courses, and 4) subject specific major elective courses. For codes 2, 3 or 4 capital letters for a subject along with three numbers (xxx) may be used to specify each course of the university. The left digit of the three may be used for the hardship level. The courses 1xx, 2xx, 3xx and 4xx will be taught in the first, second, third and fourth year, respectively and research may be given 500 at undergraduate level, courses of 5 year may be placed in 5xx and research may be coded as 599. The graduate level courses for MPhil /MS /PhD may be coded as 6xx, 7xx and 8xx for MPhil and PhD all over the country.

This study analyzed the process through which 37 online courses were transformed using the three pillars course transformation method. The method advanced active learning and engaged learning in order to impact student success. The transformation process began with training of instructors on using the method booklet before they would continue by transforming their courses. During this transformation, instructors worked with an instructional designer assuming the role of a Higher Learning Commission Quality Initiative Project (HLC-QIP) consultant. The study analyzed the transformation process, focusing on the pedagogical support provided to course developers and the actual redesign process, benefits, and challenges.

The article deals with the work of the Commission on Cults under the Presidium of the All-Russian Central Executive Committee in 1929–1930. The research topic is relevant, because. Currently, there is a rethinking of the Soviet experience of interaction between state power and the Russian Orthodox Church in the Soviet period of our history. The purpose of the study is to analyze the work of the Commission on Cult Issues and to understand its role in the development of the anti-religious policy of the Soviet government. This article examines the problems faced by the commission in resolving issues related to the interaction of the authorities, the population and the church. A great contribution to the study of the activities of the Commission on Cults was made by O.B. Prikazchikova, A.S. Kochetova, A.L. Ershov. The merit of these authors lies in the fact that they analyzed the statistical aspect of the commission's work. The main emphasis in their articles is placed on the period from 1931 to 1935. This article examines in detail the period of work of the commission from 1929 to 1930. A new substantive aspect of the commission's work is considered. The methodology of this article includes the historical-diachronic method, which made it possible to understand the internal laws of the development of the political course of the Soviet government in relation to the Russian Orthodox Church and clergy. The comparative historical method made it possible to compare some aspects of the policy of the state power of the Russian Empire and the Soviet government in relation to the Orthodox Church. The structural-system method made it possible to study the genesis of the policy of the Soviet government on the issue of its interaction with the Russian Orthodox Church in its entirety and in certain aspects. As a result of the study, it was possible to study the complaints and petitions received by the commission, the reaction of the commission members to these citizens' appeals. The activity of the chairman of the commission of the Soviet state and party leader P.G. Smidovich. In this study, archival materials from the collections of the State Archives of the Russian Federation (GA RF) are introduced into scientific circulation for the first time. The materials and conclusions contained in the study may be useful for teaching the "History of Russia", in the preparation of textbooks, special courses on the history of interaction between the Soviet government and the Russian Orthodox Church. The Commission made decisions regarding the Russian Orthodox Church and clergy in accordance with the current legislation of the USSR at that time. However, this legislation itself was aimed at excluding the church from social and political life and the complete eradication of faith from the minds of citizens.

Following the Truth and Reconciliation Commission of Canada, various institutions have embarked on diverse educational initiatives in the name of creating equitable and respectful relationships between Indigenous and non-Indigenous Peoples. One such initiative is the University of Winnipeg’s mandate that all undergraduate students fulfill an Indigenous Course Requirement (ICR). Using the framework of disruptive knowledge, this mixed-methods study investigated the impact of select ICR courses on non-Indigenous students’ attitudes. Results revealed increased recognition of discriminations facing Indigenous Peoples, increased support for systemic change, and self-described behavioural changes. At the same time, these results highlight the limitations of such courses within a settler-colonial context.

ABSTRACT Introductory accounting has historically been a foundational course in most undergraduate business curriculums. In many cases, the course serves as a prerequisite for all upper-level business and accounting courses. However, no current public data exist on the structure and characteristics of introductory accounting across a large sample of institutions. This study begins to fill this void by providing descriptive data on institutional characteristics of the introductory accounting course. Data are collected on seven different dimensions of the course suggested by the recommendations of the Accounting Education Change Commission (AECC) and recent trends in higher education: course size and staffing, pedagogical orientation/teaching approach, standardization of course elements across instructors, the textbook selection process, use of technology-based course management tools, off-site course delivery, and transfer credit acceptance. In some cases, the current data can be compared to previous research that examined similar characteristics. The resulting data can provide instructors, administrators, and researchers with a useful benchmark for developing teaching plans, curriculum, and future academic research.

The colleges and institutes sector Royal Commission Jubail (JCIS) represents four higher educational institutes namely, Jubail University College (JUC) for male and for female, Jubail Industrial College (JIC), and Jubail Technical Institute (JTI). All of the institutions are under one patronage General Manager of JCIS. Several courses are very similar in content and delivery offered at all institutes. ELearning is the ideal form of delivery for higher education students in JCIS. This study aims to explore the specific factors affecting successful implementa-tion of eLearning as major barriers at JCIS. This research will extend the existing theoretical model Technology Acceptance Model (TAM) and develop an extend-ed model of eLearning for successful implementation and adoption of eLearning solutions at colleges and institutes sector of Royal Commission Jubail. The study will attempt to investigate the various barriers those affect the successful imple-mentation of eLearning in the sector. It is also expected that this research study will provide strategies for academicians in the development and implementation of online courses. In this research study, quantitative research approach would be applied which may utilize instrument survey questionnaire (for students, teachers, and management) from all colleges and institutes of the sector.

Abstract This study considers the extent to which Stalinist political goals influenced the Soviet Extraordinary State Commission’s information gathering about Nazi crimes on the local level. Examining the investigation of Klooga concentration camp in Estonia, the author compares the statements that Jewish survivors gave to commission investigators with these same survivors’ testimony preserved in other Soviet and non-Soviet sources. She argues that investigations took fundamentally different courses in different places due to local agendas and conditions. In cases such as Klooga, Jewish survivors and Soviet investigators worked together to document Nazi atrocities, creating the accurate record that Stalin’s government required to pursue its political objectives.

As the case world-wide, the English language is central in Saudi schools and universities. Despite its prominence, students’ level of English language proficiency is generally believed to be unsatisfactory. This study explores this issue by investigating the quality of teaching with reference to the extent to which professors do employ the course assessment methods of learning domains specified in the course specifications template, provided by the National Commission for Academic Accreditation and Assessment in Saudi Arabia, as one of the main factors for improving teaching processes. To this end, 12 courses in the English BA program at Shaqra university, a newly established university in Saudi Arabia, were investigated. The results have shown a significant problem in the quality of teaching English language. First, the learning domains, i.e. Knowledge, Cognitive Skills, Interpersonal Skills, were barely seen in the exam papers. Second, the methods of assessments specified in the course specifications were moderately used by instructors. The study closes with some suggestions for future investigations.

The present study examined the level of outcome satisfaction of two main engineering courses taken by students in the Architectural Engineering department (AE) by evaluating the students’ satisfaction result (SR), the attained level of the students’ opinions (SO), and the instructors’ opinions (IO). The AE program in United Arab Emirates University is one of the departments in the College of Engineering accredited by the Engineering Accreditation Commission of ABET which provides assurance that a College or University program meets the quality standards of the profession for which that program prepares graduates. The AE program offers a wide range of engineering courses at different levels from sophomore level to senior level. All the engineering courses are mainly prerequisites to the Capstone Engineering Design Project which builds on the outcomes of all courses to perform detailed design and cost estimates of the selected alternative solutions to a well-defined engineering problem. The two courses considered in this study are Building Electrical Circuits and Building Acoustics and Lighting. New assessment parameters which are the student course outcome satisfaction coefficient (SCOSC) and the mean absolute deviation around a central point (AMD) have been introduced in this paper. These two parameters are calculated based on the comparison of the students’ satisfaction results with both students’ opinions and insructors’ opinions, and compare the mean absolute deviations of the students’ direct results with the students’ opinions and the instructors’ opinions, respectively. Indeed, the course learning outcomes (CLOs) of the SR of some sections for both courses show higher attainment compared with the SO and IO.

UniCampus, online learning environment started in 2014, as an attempt to provide the first Romanian language MOOC-like Massive Open Online Courses. For the development of the DigiCulture project we decided to extend the existing UniCampus platform with a new DigiCulture theme. This paper presents the technical development, based on the Moodle framework, with new user interactions. The DigiCulture project develops free, online short courses dedicated to adults with low digital skills. The shortage of digital skills in Europe reported in 2016 in “European Digital Progress Report EDPR” of the European Commission: 45% of Europeans have insufficient or no digital skills. As there are big differences between the countries that are partners in DigiCulture, we propose an integrated approach for course development, but with national personalization as language, study cases. These implementation and personalization are presented in this paper.