Academic literature on the topic 'Curriculum offerings'
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Journal articles on the topic "Curriculum offerings"
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Genovich-Richards, Joann. "Evolving Quality Management Through Curriculum Offerings." QRB - Quality Review Bulletin 15, no. 12 (December 1989): 366–68. http://dx.doi.org/10.1016/s0097-5990(16)30322-0.
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Masenya, Malesela J. "Toward a Relevant De-colonized Curriculum in South Africa: Suggestions for a Way Forward." SAGE Open 11, no. 4 (October 2021): 215824402110525. http://dx.doi.org/10.1177/21582440211052559.
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The debate on the de-colonization of universities in South African gained momentum after protests by students through the #FeesMustFall (FMF) and #RhodesMustFall (RMF) movements. At the center of these protests were issues like free access to education, accommodation, removal of apartheid and colonial statues, and the Africanization of the curriculum. Thus, revisiting and reimagining curricula offerings is an important aspect of the current debate on the de-colonization of education at South Africa’s educational sites. To add to the de-colonization debate, this article discusses the concept of relevance in (re)curriculation. The article will discuss the concepts of de-colonization and relevance, readiness in the implementation of new curricula offerings, challenges, and hurdles in curriculum change and important points of reference in achieving a de-colonized curriculum. Literature review and document analysis will be used to shed more light on this topic.
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Neidermeyer, Adolph A., and Presha E. Neidermeyer. "The Missing Curriculum Link: Personal Financial Planning." American Journal of Business Education (AJBE) 3, no. 4 (April 1, 2010): 79–82. http://dx.doi.org/10.19030/ajbe.v3i4.417.
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With increasing personal and business financial challenges facing today’s professionals, we, as business school faculty, have a responsibility to offer the educational background that should enable rising professionals to successfully manage finances. Unfortunately, the results of a recent analysis of curriculum offerings in Personal Financial Planning indicate that we, as faculty, have not fully accepted this responsibility. Only three out of the 131 four-year institutions reviewed have a required Personal Financial Planning course in their curriculums. Quite frankly, we’re permitting launching a generation of students who are unprepared to manage both their own and potentially others’ financial affairs. With that shortfall of a course offering as a backdrop, we suggest the following content for a required Personal Financial Planning course for all students majoring in Business Administration.
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Sullivan, Brianne J., Samantha Maliha, and Peter W. Henderson. "Microsurgery Fellows' Impression of Clinical and Educational Offerings during Fellowship Year." Journal of Reconstructive Microsurgery 36, no. 03 (October 16, 2019): 191–96. http://dx.doi.org/10.1055/s-0039-1698468.
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Abstract Background Acquisition of microsurgical skill and clinical knowledge is the primary goal of a microsurgery fellowship. There has yet to be any comprehensive reporting in the literature of how American microsurgery fellows viewed their curricula and training at the conclusion of their fellowship year. Methods An anonymous, electronic survey was developed and distributed to all 2016 to 2017 microsurgery fellows (n = 37) at the U.S.-based microsurgery fellowship programs (n = 23). Qualitative questions were assessed using either a Likert-type scale of 1 (not at all) to 5 (very), multiple choice, or free response. Results Twenty-six of 37 fellows (70%) responded to the survey. Respondents reported a mean of 14.4 lectures offered, with a range of 0 to 100. Dry laboratory simulation training was formally incorporated into 32% of microsurgery fellowships and live animal simulation training was formally incorporated into 12%. The median number of free deep inferior epigastric perforator flap cases performed was 112.5, ranging from 60 to 230. A majority felt that an organized microsurgical educational curriculum would be “beneficial,” with 42% reporting that an organized microsurgery curriculum would be “very beneficial.” Twenty-six of the respondents (100%) said that they would choose to do a microsurgery fellowship again if given the choice. Conclusion Respondent data show that microsurgery fellows are satisfied with training, clinical experience is variable but adequate, educational experiences and opportunities vary from program to program, simulation skills training are perceived to be underutilized, and a program-organized microsurgery curriculum is believed to be advantageous to optimize development of technical and clinical skills.
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Doud, Aspen K., Jerry K. Hoepner, and Audrey L. Holland. "A Survey of Counseling Curricula Among Accredited Communication Sciences and Disorders Graduate Student Programs." American Journal of Speech-Language Pathology 29, no. 2 (May 8, 2020): 789–803. http://dx.doi.org/10.1044/2020_ajslp-19-00042.
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Purpose The purpose of this article is to examine the current state of counseling curriculum within the discipline. The last systematic survey of counseling curriculum within the disciplines of communication sciences and disorders was completed with data from 1983 (McCarthy et al., 1986). The Council on Academic Accreditation in Audiology and Speech-Language Pathology (2017) states that counseling should be included in accredited programs but does not specify to what extent. Currently, there are no standards to specify number of credits, need for a stand-alone course, or guidance regarding content delivered. Method The present investigation collected data on the status of counseling curricula in accredited communication sciences and disorders graduate programs. A Qualtrics survey was distributed to identify counseling curriculum practices across accredited programs. Quantitative data such as percentages and frequency counts were compiled to summarize program offerings. Qualitative analyses were used to characterize written responses. Survey responses were also cross-validated with a review of offerings listed on program websites. Results Of programs currently accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology, 42.4% responded to the current survey. Fifty-nine percent of programs offer a stand-alone course. Review of curricula from program websites indicated that only 40% of accredited programs offer a stand-alone counseling course. Quantitative details about requirements, number of credits, and embedding counseling within other courses were compared to data from the 1983 survey. Qualitative analyses identified common learner outcomes and the nature of course or curricular content. Conclusions Investigators found a lack of consistency in incorporating counseling across programs and discussed implications of this in speech-language pathology practice. A decrease in the number of programs that offer a stand-alone counseling course was identified as compared to offerings in 1983, as well as a disparity regarding how programs provide training in counseling. Furthermore, survey responses differed from curriculum listings on program websites. Information derived from this study may serve as a starting point for the development of flexible standards that provide direction for achieving consistent preparation of counseling skills. Supplemental Material https://doi.org/10.23641/asha.12149703
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Swart, Kamilla. "An assessment of sport tourism curriculum offerings at academic institutions." Journal of Sport & Tourism 6, no. 1 (January 2000): 5–9. http://dx.doi.org/10.1080/10295390008718683.
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Radwany, Steven M., Erica J. Stovsky, Dean M. Frate, Kevin Dieter, Sarah Friebert, Barbara Palmisano, and Margaret Sanders. "A 4-Year Integrated Curriculum in Palliative Care for Medical Undergraduates." American Journal of Hospice and Palliative Medicine® 28, no. 8 (April 25, 2011): 528–35. http://dx.doi.org/10.1177/1049909111406526.
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In order to graduate physicians prepared to effectively address clinical issues in palliative medicine and to comply with LCME requirements, the Northeastern Ohio Universities Colleges of Medicine and Pharmacy (NEOUCOM) integrated a coordinated four-year palliative care (PC) curriculum. This report describes the development of the longitudinal curriculum and provides helpful resources and strategies to guide clinicians and administrators undertaking similar efforts. This is a retrospective, descriptive report based on data collected throughout development of the new curriculum. A Palliative Care Advisory Committee initiated development of curricula in PC. An Office of Palliative Care was established to assess and coordinate offerings. Curriculum transformation was based on best practices. Two cornerstone pieces are highlighted: a mandatory hospice experience and a case based small group discussion prior to graduation.
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Veenendaal, B. "Development of a flexible higher education curriculum framework for geographic information science." ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences II-4 (April 23, 2014): 77–82. http://dx.doi.org/10.5194/isprsannals-ii-4-77-2014.
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A wide range of geographic information science (GIScience) educational programs currently exist, the oldest now over 25 years. Offerings vary from those specifically focussed on geographic information science, to those that utilise geographic information systems in various applications and disciplines. Over the past two decades, there have been a number of initiatives to design curricula for GIScience, including the NCGIA Core Curriculum, GIS&T Body of Knowledge and the Geospatial Technology Competency Model developments. The rapid developments in geospatial technology, applications and organisations means that curricula need to constantly be updated and developed to maintain currency and relevance. This paper reviews the curriculum initiatives and outlines a new and flexible GIScience higher education curriculum framework which complements and utilises existing curricula. This new framework was applied to the GIScience programs at Curtin University in Perth, Australia which has surpassed 25 years of GIScience education. Some of the results of applying this framework are outlined and discussed.
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Smith, Bret P., James P. Mick, and Michael L. Alexander. "The Status of Strings and Orchestra Programs in U.S. Schools." String Research Journal 8, no. 1 (July 2018): 15–31. http://dx.doi.org/10.1177/1948499218769607.
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The purpose of this study was to monitor the status of school string and orchestra programs in the United States and to gather descriptive information in the areas of program characteristics, curriculum, support, and student/teacher demographics. A second purpose was to document trends observed when compared with results of previous studies. Based on the review of literature, specific variables were identified as potential for trends: string student enrollment, symphonic orchestra offerings, enhancement offerings, private lesson enrollment, string teacher shortages, and student/teacher demographic information. All members of the American String Teachers Association indicating K-12 string teaching as part of their duties were contacted to complete a web-based survey ( N = 2,232). After follow-up contact, 369 respondents participated (16.5%). Although teachers indicated growth in both number and size of programs, increased utilization of approved curricula, and representative racial demographics among students, analysis revealed the following concerns: a decline in the offering of symphonic orchestra and other enhancements, a decline in student participation in private instruction, unrepresentative gender and racial demographics of string teachers, and factors that indicate a continuing string teacher shortage.
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Ross, Saul. "Humanizing the Undergraduate Physical Education Curriculum." Journal of Teaching in Physical Education 7, no. 1 (October 1987): 46–60. http://dx.doi.org/10.1123/jtpe.7.1.46.
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Institutions have an impact on the value systems of their inhabitants. A university, as an institution, exerts its influence on the undergraduates’ values, in large measure through the curriculum, which has as one of its functions teaching specific ways of looking at the world. Based on these insights, certain philosophical issues are raised regarding the impact the undergraduate curriculum is likely to have on our students with regard to their understanding and appreciation of persons. Once acquired, this understanding has considerable import for their professional practice. A survey of the undergraduate curricula in Canadian universities was conducted, and the results showed the sparse offerings in the humanities when compared to the biophysical and social sciences. The branch of learning that is most concerned with a humanistic orientation is the humanities and, at times, psychology and sociology. Recommendations are made to reorder the curriculum to provide better balance.
Dissertations / Theses on the topic "Curriculum offerings"
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Miller, John H. "Equine Subject Matter in Virginia's Secondary Agricultural Education Programs: Course Offerings Compared to Career Development Event Participation." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29716.
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Agricultural education has to alter its curriculum in order to remain in step with the changes in rural and urban lifestyles. It must continue to change and expand its offerings as society develops. As an industry grows large enough to offer a variety of careers, students need to be more aware of opportunities and gain the necessary skills to enter that job market. The equine industry qualifies as an important and viable part of not only Virginia’s economy, but also the national economy.
Career Development Events (CDEs) are designed to help prepare students for careers in agriculture. Classroom instruction comes alive as students demonstrate their skills in a competitive setting. CDEs test the abilities of individuals, as well as teams, in 28 major areas of agricultural instruction (National FFA, 2006). The basic core of agricultural education program consists of three components:
1. classroom instruction,
2. FFA, including Career Development Events, and
3. Supervised Agricultural Experience (SAE) programs.
The FFA is a co-curricular organization representing one-third of the total agricultural education program. As such, FFA activities should reflect the instruction provided in the agricultural education classroom and laboratory. The concern facing the profession relates to why there were 40 Virginia FFA chapters with a CDE horse judging team in 2005, but that only 12 programs offered an equine management course.
The purpose of my research was to assess the perceptions of Virginia’s secondary agricultural education teachers toward the benefits of offering an equine management course, within the secondary agricultural education programs that have CDE horse judging teams. The survey of 40 agricultural teachers who had a horse judging team at the 2005 state CDE event showed that 14 (22%) of the teachers did teach an equine course or unit within another course, 21 (63%) did not, and five (15%) did not respond.
Based on the findings of this study, teachers’ perceptions were that an equine management program and participation in equine Career Development Events are necessary. Teachers agreed the event improved their students’ overall academic performance, increased their acceptance of responsibility, and increased their self-confidence.Ph. D.
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Tracz, Frank Carl. "Marching band techniques in the music teacher education curriculum : a survey of high school band director needs and current university offerings and practices /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250094765.
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Ballard, Quentin Laquan. "College and Career Readiness: Access to Advanced Mathematics and Science Courses in Virginia Public High Schools." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/77676.
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A renewed focus to produce college and career ready graduates capable of thriving in science, technology, engineering, and mathematics (STEM) and other career and technical education professions has made access to advanced mathematics and science courses for all students a priority in K-12 education. Previous research on achievement has indicated that Black and Latino students are underrepresented in advanced mathematics and science courses and are lagging behind their peers in academic performance. Some researchers have suggested that these disparities in participation and achievement result from unequal access to educational opportunities.
This purpose of this study was to examine student access to advanced mathematics and sciences courses in Virginia public high schools as an indicator of college and career readiness. This study employed secondary data analysis of school level data from the Virginia Department of Education. Regression analyses, simple and multiple, were used to examine access to advanced mathematics (Algebra II and higher) and advanced science (Chemistry and higher) course offerings by school characteristics, including school size, economically disadvantaged percentage, the percentage of minority students, and urbanicity locale. The results of this study indicated that student access to advanced mathematics and science course offerings, excluding and including AP mathematics and science courses, as in indicator of college and career readiness, differed based upon school size, economically disadvantaged percentage, and urbanicity locale. These findings, consistent with national statistics and other research, suggested that students who attend public high schools in the Commonwealth of Virginia do not have equal access to advanced mathematics and science course offerings, including AP mathematics and science courses, when school size, economically disadvantaged, and urbanicity locales are considered. Other findings related to access based on the percentage of minority students were inconsistent with prior research, as there was no significant difference in the number of advanced mathematics and science course offerings, excluding and including AP mathematics and science courses, based on the percentage of Black and Latino students enrolled in Virginia public high schools.Ed. D.
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Denton, Guy Wayne. "Agricultural concurrent enrollment in Utah : curriculum development and the practicality of offering college-level introductory courses to high school students /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487777901660649.
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Blasko, John William. "Teacher Perceptions of the Effects of the Ohio Core’s Fine Arts Graduation Requirement on Seventh and Eighth Grade Music Curricular Offerings." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366201564.
Full textBooks on the topic "Curriculum offerings"
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Kolar, Joseph. Education for employment: Maximizing training level curriculum offerings [and] quality assistance plan (QAP). Springfield, Ill.]: The Department, 1986.
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West, Jerry. An analysis of course offerings and enrollments as related to school characteristics. [Washington, D.C.?]: National Center for Education Statistics, 1985.
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West, Jerry. An analysis of course offerings and enrollments as related to school characteristics. [Washington, D.C.?]: National Center for Education Statistics, 1985.
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Louis, Diodato, Evaluation Technologies Inc, and National Center for Education Statistics., eds. An analysis of course offerings and enrollments as related to school characteristics. [Washington, D.C.?]: National Center for Education Statistics, 1985.
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Steven, Heller, and Arisman Marshall, eds. Teaching illustration: Course offerings and class projects from the leading undergraduate and graduate programs. New York: Allworth Press, 2006.
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Marchant, Stewart L. The 24 hour curriculum in residential schools offering placements to primary age children experiencing emotional and behaviour difficulties. Birmingham: University of Birmingham, 1997.
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Programme d'etudes pour les écoles élémentaires offrant l'enseignement selon l'article 159 (1) (a) du School Act =: Program of studies for elementary schools offering instruction according to Section 159 (1) (a) of the School Act. [Edmonton, Alta.]: Alberta Education, Language Services, 1985.
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A, Ruessink H., ed. Curriculum offering in primary education in The Netherlands: Summary. Enschede: National Institute for Curriculum Development, 1985.
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Inc, Evaluation Technologies, and National Center for Education Statistics., eds. Course offerings and enrollments in the arts and humanities at the secondary school level. Washington, D.C: National Center for Education Statistics, 1985.
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W, Lau William, ed. American university programs in computer science: Their resources, facilities & course offering. 2nd ed. Fullerton, Calif: GGL Educational Press, 1985.
Find full textBook chapters on the topic "Curriculum offerings"
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Dickinson, George E. "Thanatology Offerings in United States Medical and Nursing Schools in 1984." In Thanatology Curriculum — Medicine, 15–18. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781315791630-3.
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Delene, Linda M., and Gail L. Stautamoyer. "For-Profit and Nonprofit Services Marketing Curricular Offerings." In Proceedings of the 1991 Academy of Marketing Science (AMS) Annual Conference, 175–79. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17049-7_36.
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Baily, Supriya, and Swati Sodhi. "Not Under My Parachute: How Co-curricular Offerings Exacerbate Inequities Under the Right to Education Act." In Teaching and Teacher Education, 297–318. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26879-4_13.
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Maceli, Monica G. "Physical Computing in Library and Information Science Master’s Program Curriculum: A Pilot Course Offering and Future Possibilities." In Sustainable Digital Communities, 545–52. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43687-2_44.
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Hughes, Susan M. "Building an Evolutionary Studies Program at a Small Liberal Arts College." In Darwin's Roadmap to the Curriculum, 29–40. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190624965.003.0003.
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Since the very nature of an Evolutionary Studies program is interdisciplinary, it stands to reason that building such a program at any institution would entail the involvement of several disciplines across the curriculum. The fewer faculty members, course offerings, and resources at small liberal arts colleges can pose as obstacles in the development of such a program. However, by reaching out to the few faculty members teaching evolutionary studies, the first step of its development began. From there, both the involvement of other disciplines and a heightened student, faculty, and administrative awareness was needed. Instrumental components in building this program have included speaker events, student participation at evolutionary conferences and workshops, student involvement in research, and the development of new courses and a minor degree. This chapter discusses the successes and barriers in developing an interdisciplinary Evolutionary Studies program at a small liberal arts college.
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"8. Greening the Curriculum: Traditional and Online Offerings for Science and Nonscience Majors." In Sustainable Green Chemistry, 103–14. De Gruyter, 2017. http://dx.doi.org/10.1515/9783110435856-010.
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Wesolowski, Ward. "Experimentation With Competency-Based Education at the University of Phoenix." In Advances in Educational Technologies and Instructional Design, 277–98. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-1928-8.ch015.
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The author of this chapter, Ward Wesolowski, served as the Dean of Operations in the Center of Competency-Based Education (CBE) at the University of Phoenix. In this role, a substantial amount of experimentation was conducted to uncover insights relating to technology, faculty roles, curriculum, policy, and most importantly, the student experience in CBE. In an endeavor as complicated as creating CBE offerings at a large institution of higher education, there was only one thing that was certain: failure. At University of Phoenix, it was important to fail fast, learn, improve, and try again. This iterative approach allowed Ward and his team to quickly see what worked and what did not, so improvement efforts could be focused on the elements requiring the most attention. Valuable insights and recommendations are contained in this chapter for anyone aspiring to produce CBE offerings for students in higher education.
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Giering, Judith A., and Gail M. Hunger. "Advancing a New General Education Curriculum Through a Faculty Community of Practice." In Research Anthology on Facilitating New Educational Practices Through Communities of Learning, 395–410. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7294-8.ch021.
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Many institutions of higher education are reimagining their general education curriculum or adding new, innovative programs to their course offerings. Faculty driving such innovation, while experts in their disciplines, often lack experience with instructional design and the benefits it subsequently brings to these types of programs. At the same time, process-driven, traditional approaches to instructional design may not feel relevant to some faculty. In this chapter, the authors describe the Learning Design Collaborative, a new model for instructional design built on the principles of intentional learning, authentic learning, and student engagement. Placed within the context of a faculty learning community, this experience has been used with faculty developing courses for the first-year signature experience of a new general education curriculum. Implications of this initiative suggest the importance of continually evaluating instructional design models, opportunities for implementing the model in other programs, and a relationship with other emerging instructional design models.
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Giering, Judith A., and Gail M. Hunger. "Advancing a New General Education Curriculum Through a Faculty Community of Practice." In Optimizing Instructional Design Methods in Higher Education, 27–47. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-4975-8.ch003.
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Many institutions of higher education are reimagining their general education curriculum or adding new, innovative programs to their course offerings. Faculty driving such innovation, while experts in their disciplines, often lack experience with instructional design and the benefits it subsequently brings to these types of programs. At the same time, process-driven, traditional approaches to instructional design may not feel relevant to some faculty. In this chapter, the authors describe the Learning Design Collaborative, a new model for instructional design built on the principles of intentional learning, authentic learning, and student engagement. Placed within the context of a faculty learning community, this experience has been used with faculty developing courses for the first-year signature experience of a new general education curriculum. Implications of this initiative suggest the importance of continually evaluating instructional design models, opportunities for implementing the model in other programs, and a relationship with other emerging instructional design models.
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Califano, Sharon Kehl. "People, Place, and Purpose." In Handbook of Research on Future of Work and Education, 55–70. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8275-6.ch004.
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While higher ed institutions have been incorporating online learning into their curriculum and delivery of content, the advent of the COVID-19 pandemic acted as a catalyst for major reform and reconsideration of learning practices, especially online. This chapter focuses on the ramifications of the pandemic on people, place, and purpose in ways that will have long-lasting meaning for both higher education options and the future of work for years to come. From the form of delivery to the way in which content becomes measured, mastered, and linked to employment opportunities, the future of higher education and work will demand non-degree offerings (NDO) that align with skills gap needs to improve efficiency, speed to completion, and qualifications for jobs and/or promotion.
Conference papers on the topic "Curriculum offerings"
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Canfield, Stephen L., and Sheikh Ghafoor. "A Matlab-Based Toolkit to Program Microcontrollers for Use in Teaching Mechanisms and Robotics." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35355.
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Programming is an essential skill for engineering students, particularly in areas of mechanisms and robotics, mechatronics and design. Students receive formal programming training early on in the typical engineering curriculum, but generally demonstrate difficulty in implementing programming skills to solve engineering problems in later courses. This is due to a number of factors including a lack of cohesion in programming practice in the curriculum and improper context for introducing programming to engineering students. The authors have developed a hands-on programming toolkit to allow engineers to learn programming on a Microcontroller and associated hardware (sensors, motors, output devices) using the Matlab environment. This toolkit is applicable to all levels of students, from freshman in their introductory programming course through senior and graduate students. In this hands-on toolkit, the MCU becomes the target for the program. Once programmed, the hardware runs independently and can readily be implemented outside of class or the lab. The primary method of programming an MCU is with C or assembly. One of the unique offerings of this toolkit is that it provides a way to program an MCU directly using Matlab. The premise is that adding an MCU as a programming target, rather than simply a PC, may provide a more appropriate context for engineers to learn programming. In addition, the MCU target will offer a greater number of options for incorporating programming into the engineering curriculum. This paper will present an overview of the programming toolkit and environment. The paper will also present a series of programming exercises related to dynamics of machinery, robotics, mechatronics and controls.
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Kazmer, David, John Duffy, Linda Barrington, and Beverly Perna. "Introduction to Engineering Through Service-Learning." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34491.
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Service-learning (S-L) is the integration of academic subject matter with service to the community in credit-bearing courses. In an engineering context, service-learning provides a project-based experience in which students are presented with real clients and their problems, often of immediate need. This paper reflects on three years of service-learning integrated into a first engineering course with approximately three hundred students per year. The costs and benefits of service-learning to students, faculty, and clients are analyzed through several means including traditional teaching evaluations, blind pre- and post-assessments by students and clients, multi-year institutional data regarding student performance, and others. The results indicate that a majority of students personally believe that the described service-learning project is a valuable experience and should be integrated throughout the engineering curriculum. However, the service-learning experience varied significantly across teams, students, and course offerings.
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Young, Raymond, and Han Qiao. "WHERE PROJECT MANAGERS CAN GO TO DEVELOP THEIR SOFT SKILLS: A CURRICULUM MAPPING OF UNIVERSITY COURSES IN THE US, EUROPE AND CHINA AGAINST THE ACADEMIC LITERATURE AND IPMA’S ICB4.0." In 10th IPMA Research conference: Value co-creation in the project society. International Project Management Association, Serbian Project Management Association, 2022. http://dx.doi.org/10.56889/miei9307.
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This research explores where project management practitioners can go to develop their soft skills. The academic research is presented and then summarised to identify the core soft skills needed for success (ICB4.0+). We then mapped the course offerings of top universities such as Harvard University, Oxford University and Tsinghua University against these core soft skills. We conclude that very few universities offer courses that develop the soft skills needed for project success. The practical implications of this research are that: The findings will guide project management practitioners on where they can go to develop the soft skills that are critical to project success. The newly developed ICB4.0+ may guide the development of project management education programs and may lead to practitioners actually being taught what they need to succeed. Further research is recommended to validate the mapping of university courses against the ICB4.0+ competencies.
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Cysneiros Filho, Gilberto Amado de Azevedo, Neiton Carvalho da Silva, and Barbara Silva Morais. "A REVIEW OF PAPERS ABOUT BLOCK PROGRAMMING FROM THE WORKSHOP ON COMPUTING AT SCHOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end024.
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This paper describes a survey to identify how Block Programming is being used in Brazilian schools. The motivation of this research is to provide us with data and insights to support the research project on Block Programming and Computational Thinking in Schools whose goal is to investigate and create a proposal for how Block Programming can be inserted into the school curriculum. The relevance of this research is that the school should prepare the students for the skills (creativity, programming, problem solving, abstraction and innovation) demanded by the job market and for further education (e.g. university courses and qualification courses). In particular, in Brazil the curriculum of schools is governed by a normative document called the Common National Curricular Base (Base Nacional Comum Curricular - BNCC). The BNCC defines that the school curriculum should enable the student to have the following competencies: (1) knowledge; (2) scientific, critical, and creative thinking; (3) cultural repertoire; (4) communication; (5) digital culture; (6) work and life project; (7) argumentation; (8) self-knowledge and self-care; (9) empathy and cooperation; and (10) responsibility and citizenship. Some of these skills can be achieved by learning Block Programming aligned with Computational Thinking instruction. The importance of learning programming in school is justified by the increased use of technology in modern society and the need to be prepared to create and use technological solutions that involve programming and computing. The BNCC highlights that the skills developed by students should be organized by offering different curricular arrangements, according to the relevance to the local context and the possibilities of the education systems. This can be applied in a multidisciplinary way through block programming based on computational thinking in basic education. A literature review was conducted of papers published in the area of block programming at the Workshop on Informatics at School (WIE) between the years 2016 to 2019. The choice of this event is due to the fact that it has been standing out over the years as a forum for discussions where works in the area of digital technologies of information and communication (TDIC) in formal and non-formal spaces of education have been disseminated. During this period we identified papers that describe the use of several environments of Block Programming (e.g. Scratch) and several experiences and proposals of how to insert Block Programming in the students' education.
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Vo, Huu Duc, and Jean-Yves Trépanier. "Undergraduate Project in Compressor Rig Design, Fabrication and Testing for Complete Engineering Training." In ASME Turbo Expo 2015: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/gt2015-43039.
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An ambitious project in propulsion was introduced as part of the final-year integrator project offerings of the mechanical and aerospace engineering programs at École Polytechnique de Montréal in 2011–2012. It has been running successfully for the past three academic years. The project consists in the design, fabrication and placement into service of a functional instrumented multi-stage compressor test rig, including the compressor, for research in compressor aerodynamics. A team of 15–17 senior-year undergraduate engineering students are given set of design and performance specifications and measurement requirements, an electric motor and drive, a data acquisition system and some measurement probes. They must complete the project in two semesters with a budget on the order of Can$15,000. The compressor is made from rapid prototyping to keep production cost and time reasonable. However, its required rotation speed of 7200 rpm stretches the limits of the plastic material and presents the same structural challenges as industrial compressors running at higher speeds. The students are split into sub-teams according to the required disciplines, namely compressor aerodynamics, general aerodynamics, structures, dynamics, mechanical design and integration, instrumentation and project management. For the initial phase, which covers the first two months, the students receive short seminars from experts in academia and industry in each discipline and use the knowledge from fundamental engineering courses to analytically model the different components to come up with a preliminary design. In the second phase, covering months three through six, the students are trained at commercial simulation tools and use them for detailed analysis to refine and finalize the design. In each of the first two phases, the students present their work in design reviews with a jury made up of engineers from industry and supervising professors. During the final phase, the compressor is built and tested with data acquisition and motor control programs written by the students. Finally, the students present their results with comparison of measured performance with numerical and analytical predictions from the first two phases and hand over their compressor rig with design and test reports as well as a user manual and an assembly/maintenance manual. This complete project allows the students to put into practice virtually all the courses of their undergraduate engineering curriculum while giving them an extensive taste of the rich and intellectually challenging environment of gas turbine and turbomachinery engineering.
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Watanabe, Ryuzo, Wataru Nakayama, Masaru Ishizuka, Shigenao Maruyama, and Masud Behnia. "Electronic Packaging Education Through Internet: A Plan at Tohoku University and Some Challenges in Sight." In ASME 2003 International Electronic Packaging Technical Conference and Exhibition. ASMEDC, 2003. http://dx.doi.org/10.1115/ipack2003-35333.
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In April 2002, Tohoku University, Sendai, Japan, started offering educational programs from the cross-department Internet School of Tohoku University (ISTU). Electronic packaging is one of the pillar subjects of ISTU. The present paper summarizes its curriculum of internet-based electronic packaging education. Following the overall description, the curriculum concerning thermal management of electronic equipment is explained in some detail. The ISTU program is still under development, and some challenges are foreseen. The most visible among them is the need to lower the cost of wide bandwidth communications. The future of internet schooling is discussed.
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Simpson, Timothy W., Matthew Parkinson, Dave Celento, Wei Chen, Ann McKenna, Ed Colgate, Don Norman, et al. "Navigating the Barriers to Interdisciplinary Design Education: Lessons Learned From the NSF Design Workshop Series." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28575.
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Evidence suggests that transformational innovation occurs at the intersection of multiple disciplines rather than isolated within them. Design—being both pervasive and inherently interdisciplinary—has the power to transcend many disciplines and help break down the departmental “silos” that hinder such collaborative efforts. Many universities are now struggling to embrace the curricular innovations that are necessary to achieve and sustain interdisciplinary education. Given the already packed undergraduate engineering curricula, several universities have started to offer new design programs that span several disciplines at the masters and doctoral levels. In this paper, we examine the five interdisciplinary graduate design programs offered by three different universities—University of Michigan, Northwestern University, and Stanford University—that hosted the NSF Design Workshop Series in 2008–2009. Collectively, these programs represent “solutions” that span a variety of graduate degree offerings that are available and provide examples of ways to successfully navigate the barriers and hurdles to interdisciplinary design education. A recap of the NSF Design Workshop Series is also provided along with recommendations from the workshops to foster discussion and provide directions for future work.
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P. Holden, Edward. "Technology Transfer - The Human Side of IT." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2665.
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Information Technology (IT) is fundamentally a people business that involves integrating technology into human processes in order to solve problems and create new capacities. These integration skills are not often taught in undergraduate computing curricula. The Galisano College of Computing and Information Sciences at Rochester Institute of Technology (RIT) has been offering a course in the diffusion of innovations for several years now and considers the communication needed to diffuse an innovation core to IT’s mission. The course, called Technology Transfer, is the study of the "flow" of technology from its creation through adoption to implementation and eventual effects. Our BS in Information Technology has one of the few courses that address these issues directly. Many students are skeptical of the reality of organizational life and fail to understand the way that change actually occurs. The course provides a framework by which students can interpret and understand their roles as change agents in the organization. This paper provides an overview of RIT's Technology Transfer course, explains its rationale within the curriculum and its contribution to professional practice. It also discusses some of the techniques used in teaching these skills. The paper concludes with feedback on the value of the course to our graduates.
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Murray, William R., and Joseph L. Garbini. "Mechatronics: A Thread in the Mechanical Engineering Undergraduate Curriculum." In ASME 1998 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/imece1998-0282.
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Abstract Mechatronics is the synergistic combination of mechanical, electrical, and computer technologies in the design of complex products and processes. Recent rapid growth of mechatronics as an area of engineering has given rise to a significant demand for mechatronics engineers. At the university level, engineering programs have emerged that help meet this need by producing engineering graduates who are capable, well-rounded mechatronics designers. One such program is the multi-course guided curriculum in mechatronics that is available to students in their senior year in the Mechanical Engineering Department at the University of Washington. Described in this paper are that mechatronics program as a whole, the curriculum into which it fits, the individual constituent courses, and our observations after offering this program for two years.
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Hawking, Paul, and Brendan McCarthy. "Integrating E-Learning Content into Enterprise Resource Planning (ERP) Curriculum." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2796.
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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a significant growth in the last decade in the US, Europe and Australian markets and, more recently, increasing growth in Asian countries. This increase in demand for ERP systems in Asia offers opportunities for the provision of high-quality ERP education programs in the region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experiences of Victoria University in offering ERP education through a strategic alliance with SAP. The University is extending its offshore programs by offering ERP education in the region to take advantage of the current increase in demand in ERP applications. To assist with the delivery of offshore ERP education an ERP e-Learning model has been developed that integrates synchronous and asynchronous content. Asynchronous e-learning does not involve the presence of a teacher. Typically the learning content is located on a web server that students can access using the Internet. Synchronous e-learning requires the learner and teacher to be present in the event at the same time. It is a real-time, instructor-led online learning event in which all participants are available at the same time and can communicate directly with each other. The model uses four technologies to facilitate teaching: application service provision (ASP), web-CT, computer-based training and virtual classroom technology. The ERP e-learning model provides an innovative and efficient means to deliver ERP curriculum. It is able to provide greater flexibility in offshore subject delivery and to maximise student learning outcomes. This is particularly relevant in light of recent international medical (SARS) and terrorists incidents.
Reports on the topic "Curriculum offerings"
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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.
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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.
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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.