Relevant bibliographies by topics / Nebraska Curriculum Development Center

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Academic literature on the topic 'Nebraska Curriculum Development Center'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Nebraska Curriculum Development Center"

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Grimm, Brandon, Nada Alnaji, Shinobu Watanabe-Galloway, and Melissa Leypoldt. "Cervical Cancer Attitudes and Knowledge in Somali Refugees in Nebraska." Pedagogy in Health Promotion 3, no. 1_suppl (May 11, 2017): 81S—87S. http://dx.doi.org/10.1177/2373379917698673.

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The state of Nebraska has a growing number of refugees with diverse backgrounds and health needs. To address these needs, a collaborative project was developed by the local performance site of the Midwestern Public Health Training Center at the University of Nebraska Medical Center, College of Public Health, and the Nebraska Department of Health and Human Services, Division of Public Health, Office of Women’s and Men’s Health. The purpose of this 2-year project is to improve the quality of services offered by the Office of Women’s and Men’s Health by assessing risk, knowledge, and preventive screening practices in refugee populations and provide recommendations to increase cancer-screening rates. The focus of the project was on cervical cancer prevention of Somali women refugees in Nebraska. In Year 1 of the project (2015-2016), a Refugee Screening Collaborative was created to provide input and recommendations throughout the project; focus groups and a literature review were completed to explore the knowledge, attitudes, and beliefs of cervical cancer screening and human papillomavirus vaccine among refugees and health care providers; and recommendations were made for the development and implementation of curricula and interventions that address the unique cultural and literacy needs of the population. This project demonstrates the importance of the Public Health Training Center program for building mutually beneficial partnerships between academia and practice.
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Adhikari, Surya Prasad. "Practice of Early Childhood Development Curriculum Preparation." Interdisciplinary Research in Education 4, no. 1 (September 20, 2019): 43–52. http://dx.doi.org/10.3126/ire.v4i1.25709.

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This article aimed to explore early childhood development (ECD) curriculum preparation practices. To accomplish the objective, I have collected qualitative information from ECD center through unstructured interview and discussion with the participant. This study revealed that the respondent has just Montessori basic training on pronunciation and curriculum preparation. Curriculum development center is prepares ECDC curriculums as based on the Wheeler curriculum process. However, private ECDCs prepare curriculum themselves in line with the curriculum development center. Private ECDCs have not compulsory to follow the government’s curriculum. Curriculum of Curriculum Development Center focus on children’s all round developments. But there is lack of spiritual development. Facilitators always start to teach/learn through the objects of the environment. Children learn more words from their mother and parents at home. Facilitators teach children by arranging the words from simple to complex. They teach correct pronunciation, structure of words and then concept.
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Garwood, Michelle J., and Patricia J. Fairchild. "Engaging Youth in the Curriculum Development Process with Technology: The Nebraska State 4-H Youth Curriculum Committee." Journal of Youth Development 5, no. 1 (March 1, 2010): 79–84. http://dx.doi.org/10.5195/jyd.2010.232.

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Technology is changing the way youth learn and lead. This paper illustrates a successful case study of a program that actively engaged youth in the decision-making process through the use of an online community and virtual conferencing. Synergy was generated when the youth were mentored (virtually and in-person) by members of a parallel adult committee. Utilizing technology resources proved to be the key to building a vibrant, innovative and inclusive program that could overcome the barriers of time and travel constraints.
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Efendi, Ikwan. "DESAIN PENGEMBANGAN KURIKULUM PAI BERBASIS TEACHER AND STUDENT-CENTER." EDURELIGIA; JURNAL PENDIDIKAN AGAMA ISLAM 1, no. 2 (April 4, 2018): 25–44. http://dx.doi.org/10.33650/edureligia.v1i2.44.

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Design of curriculum development based Islamic religious education teachers and learners at the center of the learners become imperative applied in the education unit, because the subject is student learning in school. While the teacher becomes a facilitator should be able to direct, guide and a role model for their students. Islamic religious education curriculum development in general should be based on objectives and competencies, the relevance, efficiency, effectiveness, flexibility, integrity, continuity, synchronization, objective and democratic. Additionally, in particular the development of Islamic religious education curriculum principle of curriculum objectives, principles of curriculum content, didactic-methodical principles, principles with regard to media and learning resources, and evaluation principles. Keyword: Curricullum Development Design, Islamic Educations, Teacher and Student-Center
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Weinstein, Ronald S., Ana Mariá López, Gail P. Barker, Elizabeth A. Krupinski, Sandra J. Beinar, Janet Major, Tracy Skinner, Michael J. Holcomb, and Richard A. McNeely. "Arizona Telemedicine Program Interprofessional Learning Center: Facility design and curriculum development." Journal of Interprofessional Care 21, sup2 (January 2007): 51–63. http://dx.doi.org/10.1080/13561820701349321.

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Guillet, Ronnie, Robert G. Holloway, Robert A. Gross, Katie Libby, and Janine R. Shapiro. "Junior faculty core curriculum to enhance faculty development." Journal of Clinical and Translational Science 1, no. 2 (February 27, 2017): 77–82. http://dx.doi.org/10.1017/cts.2016.29.

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IntroductionSenior Instructors and Assistant Professors in their first academic appointment may not have all the tools for an efficient start to their careers. Although many institutions provide access to mentoring programs and seminars on faculty development, the timing and format of the offerings often conflict with ongoing responsibilities of the faculty, particularly clinical faculty.MethodsWe established a collaboration between the Clinical and Translational Science Institute (CTSI) and the University of Rochester Medical Center Office for Faculty Development with the goal of developing a week-long Junior Faculty Core Curriculum that would better suit faculty schedules. We convened focus groups and with their help, identified themes for inclusion in the course. Speakers were identified from among local senior faculty. University leadership was enlisted in promoting the course. Individual speakers and course content were evaluated daily, at the end of the week-long course, and 6 months later. Planning for subsequent years incorporated the feedback. Yearly evaluations and subsequent course modification continued.ResultsJunior faculty from nearly every department in the Medical Center were represented. There was high learner satisfaction and participation however several limitations were identified and addressed in subsequent years. The focus on principles and available resources, not specific skills or content was appropriate. Daily interactions among participants from a wide variety of departments fostered networking among faculty who may not otherwise have met and discussed common interestsConclusionsThe ultimate value of such an early, intensive faculty development program will depend on whether it equips junior faculty to organize, develop, and achieve their academic goals better than alternative formats. This will require further study.
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Grimm, Brandon L., Kathleen Brandert, David Palm, and Colleen Svoboda. "The EDIC Method: An Engaging and Comprehensive Approach for Creating Health Department Workforce Development Plans." Health Promotion Practice 18, no. 5 (September 29, 2016): 688–95. http://dx.doi.org/10.1177/1524839916671301.

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In 2013, the Nebraska Department of Health & Human Services, Division of Public Health (Nebraska’s State Health Department); and the University of Nebraska Medical Center, College of Public Health developed a comprehensive approach to assess workforce training needs. This article outlines the method used to assess the education and training needs of Division staff, and develop comprehensive workforce development plans to address those needs. The EDIC method (Engage, Develop, Identify, and Create) includes the following four phases: (1) Engage Stakeholders, (2) Develop Assessment, (3) Identify Training Needs, and (4) Create Development Plans. The EDIC method provided a process grounded in science and practice, allowed input, and produced buy-in from staff at all levels throughout the Division of Public Health. This type of process provides greater assurance that the most important gaps in skills and competencies will be identified. Although it is a comprehensive approach, it can be replicated at the state or local level across the country.
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Luo, Jianhua, and Gift Muyunda. "Teachers' Voice in Zambia." International Journal of Asian Education 2, no. 3 (August 15, 2021): 388–97. http://dx.doi.org/10.46966/ijae.v2i3.164.

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Curriculum Development in Zambia is highly centralized, with the Curriculum Development Center (CDC) being charged with developing the curriculum through consultative and participatory approaches through the course and subject panels where teachers are engaged. Nevertheless, there has been no empirical evidence to show how teachers are actively involved in the development process. This study aimed to investigate the phenomenon of teachers' involvement in the curriculum development process in Zambia. This study was qualitative and used a case study design approach. Data was collected using a semi-structured interview guide from secondary school teachers and headteachers. Raw data were collected through semi-structured interview forms from secondary school teachers and headteachers. The researcher analyzed the data using MAXQDA qualitative software to identify initial codes and generate emerging themes quickly. The results showed that secondary school teachers were dissatisfied with the present way of curriculum development, which insignificantly neglects them, and also, the majority of them have never participated in the development of the curriculum. Further, the results revealed that most of the secondary school teachers in Lusaka were willing to participate at any stage of the curriculum development in Zambia. This study concludes by arguing that secondary school teachers are significantly neglected to participate in the curriculum development in Zambia and recommends that the Ministry of General Education (MoGE) broaden the scope of secondary school teachers' participation in the curriculum developed through the Curriculum Development Center (CDC).
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Farshidpour, Leyla, Ellen Douglass, Rais Vohra, and Steve Stoltz. "Development of a multi-disciplinary global health curriculum at an Academic Medical Center." Annals of Global Health 82, no. 3 (August 20, 2016): 506. http://dx.doi.org/10.1016/j.aogh.2016.04.377.

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Kemp, Karen K., and Michael F. Goodchild. "Developing a curriculum in geographic information systems: the national center for geographic information and analysis core curriculum project." Journal of Geography in Higher Education 15, no. 2 (January 1991): 123–34. http://dx.doi.org/10.1080/03098269108709142.

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Dissertations / Theses on the topic "Nebraska Curriculum Development Center"

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McBean, Mary Eunice. "Ethical curriculum development and teaching." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2360.

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The purpose of this project is to develop a curriculum, which will examine the ethical methods or practices used by nurses in resolving ethical dilemmas in clinical practice utilizing the Moral Decision-Making Model for staff nurses at St.Bernardine Medical Center, Five Tower North.
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Wright, Warren Elwin. "The development of a custodial curriculum for incarcerated adults." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1492.

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Teraoka, Rie. "Developing a Curriculum Evaluation Model for the English Language Center at Brigham Young University." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3481.pdf.

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Doyle, Gregory Vincent. "The development of a curriculum for a course in basic firefighting technology." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/45.

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The lack of a current fire technology training program limits the employment possibilities of Inland Empire Job Corps Center trainees. The fire technology curriculum will provide Job Corps trainees with one more valuable skill to aid to their goal to gain and maintain meaningful employment after graduating from the Job Corps training program.
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Packard, Jill M. E. "Environmental education and the dimensions of sustainability an analysis of the curriculum of the Cuyahoga Valley Education Center /." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1181072399.

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Shah, Anuj Ramesh. "Web-CAT: A Web-based Center for Automated Testing." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/33109.

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The fundamentals of software testing and related activities are often elusive in undergraduate curricula. A direct consequence of the lack of software testing efforts during education is the huge losses suffered by the software industry when applications are not sufficiently tested. Software practitioners have exhorted faculty members and institutions to teach more software testing in universities. The purpose of this research is to provide answers to the needs of such practitioners and introduce software-testing activities throughout the curriculum. The most important goal is to introduce software-testing education without requiring a significant amount of extra effort on behalf of faculty members or teaching assistants. The approach taken comprises the development of the Web-based Center for Automated Testing (Web-CAT) and the introduction of test-driven development (TDD) in courses. Web-CAT serves as a learning environment for software testing tasks and helps automatically assess student assignments. A comparison of student programs developed using Web-CAT with historical records indicated a significant decrease in the number of bugs in submitted programs. Undergraduate students also received exposure to the principles of software testing and were able to write test cases that were on an average better than those generated by an automated test case generator designed specifically for the assignment.
Master of Science
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McGovern, Jessica H. "The Foundations Prep Course for Low Proficiency Students at Brigham Young University's English Language Center." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2076.

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At the beginning of each term, a handful of students who are linguistically unable to function in an English-speaking classroom appear at the doors of intensive English language programs across the globe. The English Language Center (ELC) at Brigham Young University (BYU) is no exception. In the recent past, five to twelve students have arrived each semester inadequately prepared for the lowest level class available. When placed in that level (Level One), these so-called "Level Zero" students have had trouble progressing and have also delayed the progress of the entire class. Without intervention, these students can continue to lag behind and pull down the level of the class throughout their time at the ELC. Finding or creating a solution to this ongoing problem was the purpose of this project. The solution presented here is to develop and implement a new curriculum designed specifically for these students. This course of action presents its own challenges, such as ensuring cost-effectiveness, providing adequate staffing, and finding or creating appropriate course materials. Each of these challenges has been addressed. Cost effectiveness and adequate staffing are ensured by utilizing unpaid interns from the BYU undergraduate TESOL minor program as teachers, and paying only one experienced teacher who functions as a supervisor and a teacher as needed. Course materials, some only recently developed, were chosen for the All Skills Class, the Vocabulary Class, the Reading Class, and the Lab Class. These classes currently constitute the Foundations Prep Course. The need for this curriculum was reiterated during a needs analysis conducted Winter Semester of 2009 by the students of the BYU Linguistics 677 (Curriculum Development) class. The Foundations Prep curriculum was then developed by the author during the summer of 2009 and implemented by her the following semester at the ELC. It is again being utilized there Winter Semester 2010. Institutional and financial feasibility, progress of students, reactions of members of the Executive Council, of the Foundations Prep Teacher/Supervisor, and of the interns, have all been examined to aid in considering the efficacy of continuing this program into the future.
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Waichungo, Charity Muringo. "A storytelling curriculum for character development for children ages three years to five years for the Goldia and Robert Naylor Children's Center." Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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Haskins, Sandra S. "An analysis of laboratory activities found in Applications in biology/chemistry : a contextual approach to laboratory science /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9999294.

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Heaston, Amy R. "The relationship between income level and educational background and parent perceptions of a developmentally appropriate curriculum in an early childhood center." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/833011.

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The purpose of this study was to identify parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) in selected early childhood centers. The relationship between income level and educational background and parent perceptions of a developmentally appropriate curriculum was also studied. Additionally, the relationship between parent perceptions of a developmentally appropriate curriculum and the selection of early childhood centers was examined.The Parent Perception Questionnaire, developed by the researcher, was mailed to 16 licensed early childhood centers in central Indiana. Respondents included 215 parents of 4- and 5-year-old children. Income level for the total group of parents ranged from less than $16,000 to more than $48,000. The largest group of parents (26.5%) reported an educational background of 1 to 3 years of college followed by parents (26.0%) with an educational level of a high school diploma.Through the use of a Likert scale, parents rated items on goals, teaching strategies, learning activities, and assessment methods as very important, important, somewhat important, or not important. A section for additional comments was also provided for parents. Each participating center was observed one time by the researcher. The Early Childhood Environment Rating Scale was used to assess the developmental appropriateness of the participating centers' environment. A two-way multivariate analysis of variance at the .05 level of significance was used to test hypotheses I, II, and III. The Pearson Product-Moment Correlation was applied to test hypothesis IV.Results1. An interaction effect of income level and educational background on parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) was found to be not significant. Hypothesis I was not rejected.2. The effect of income level on parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) was found to be not significant. Hypothesis II was not rejected.3. The effect of educational background on parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) was found to be significant. Hypothesis III was rejected.4. The relationship of parent perceptions of a developmentally appropriate curriculum to the curriculum of selected early childhood centers was correlated (r = .25).
Department of Elementary Education
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Books on the topic "Nebraska Curriculum Development Center"

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Anwar, Qomari. The future of Muhammadiyah education: A curriculum development center for better quality. Jakarta: Uhamka Press, 2005.

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Problems of Access and Control of Education Materials/Curriculum Materials Joint Committee. Collection Management Subcommittee., ed. Curriculum materials center collection development policy. 2nd ed. Chicago, IL: The Association, 1993.

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Lieberman, Van Hoorn Judith, ed. Play at the center of curriculum. 3rd ed. Upper Saddle River, N.J: Merrill/Prentice Hall, 2003.

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1947-, Monighan-Nourot Patricia, Scales Barbara 1930-, and Alward Keith Rodriguez, eds. Play at the center of the curriculum. Pearson, 2015.

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Lieberman, Van Hoorn Judith, ed. Play at the center of the curriculum. 2nd ed. Upper Saddle River, N.J: Merrill, 1999.

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Lieberman, Van Hoorn Judith, ed. Play at the center of the curriculum. 4th ed. Upper Saddle River, N.J: Pearson Merrill/Prentice Hall, 2006.

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Play at the center of the curriculum. New York: Merrill, 1993.

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Hoorn, Judith Van, Patricia Monighan Nourot, Barbara Scales, and Keith Rodriquez Alward. Play at the Center of the Curriculum (3rd Edition). 3rd ed. Prentice Hall, 2002.

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Hoorn, Judith Van, Patricia Monighan Nourot, Barbara Scales, and Keith Rodriquez Alward. Play at the Center of the Curriculum (3rd Edition). Prentice Hall, 2002.

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Hoorn, Judith Van, Patricia M. Nourot, and Barbara R. Scales. Play at the Center of the Curriculum: Pearson New International Edition. Pearson Education, Limited, 2013.

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Book chapters on the topic "Nebraska Curriculum Development Center"

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Levin, Helen, and Adam Cheng. "Curriculum Integration and Development." In Comprehensive Healthcare Simulation: Program & Center Development, 83–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46812-5_12.

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"Collection Development: Curriculum Materials Center." In Collection Development Policies, 139–62. Routledge, 2003. http://dx.doi.org/10.4324/9780203826836-14.

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Moeller, Dietmar P. F., and Hamid Vakilzadian. "Technology-Enhanced Learning Standard through Integration of Modeling and Simulation into Engineering Study Programs." In Developments in Engineering Education Standards, 157–77. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0951-8.ch009.

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Introducing a technology-enhanced learning standard in engineering study programs requires a deeper insight into and understanding of the complexity and dynamics of today’s engineering systems. This can be achieved by embedding Modeling and Simulation (M&S) within engineering study programs to stimulate educational innovations in undergraduate engineering curricula, such as electrical engineering. An example of this is in the process of being implemented in the Department of Electrical Engineering (EE) at the University of Nebraska – Lincoln (UNL). The need for such programs is evident by recent recommendations from the White House, the U.S. Congress, and the National Science Foundation, all of which stress that M&S is one of the key enabling technologies of the 21st century and is critical to U.S. competitiveness. Various models of a dynamic engineering system can be developed at different levels of detail in accordance with the recommended technical specifications to gain better insight into the behavior, stability, and performance of a system. The functionality of a real engineering system can be tested virtually by changing the structure, parameters, and inputs and outputs of the model to accurately predict the response of the system under various operating conditions. In order to educate a skilled workforce capable of meeting the country’s critical needs, the educational requirements for undergraduates in an M&S-based EE program have to be developed. Such a program needs to meet the accreditation requirements set by the Accreditation Board for Engineering and Technology Inc. (ABET).
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Canada, Theresa J. "Development and Implementation of an Early Childhood Parenting Curriculum for Preschool Teachers." In Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century, 227–51. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5557-6.ch012.

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This chapter describes the development and subsequent implementation of a parenting curriculum in an early childhood education classroom. The purpose of the study is to provide a curriculum for preschool teachers to improve the quality of early childhood education. The study was implemented in several classrooms of an early childhood center. The center was located on a university campus of an urban city in the state of Connecticut, USA. The innovation in this work was the idea that curriculum for early childhood providers could be created in a way that started from parent perceptions, rather than from telling parents how they need to change to meet school needs. The results of this study suggest that teachers who implement the parenting curriculum would be better prepared to work with both parents and children in a preschool setting.
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Forbes, William, and Sylvia-Linda Kaktins. "Rural Development." In Geography in America at the Dawn of the 21st Century. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198233923.003.0034.

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Rural development could be defined simply as economic development in rural areas. However, practitioners and researchers find rural development involves more than mere economic strategies. Many rural communities struggle with changes from resource extractive to service-based economies, along with cultural impacts of globalization (Harrington 1995; Ewert 1997). Rural development in response is becoming integrative like geography, considering class structure, community values, natural resources, social capital, sustainability, and regional and global forces (World Commission on Environment and Development 1987; Straussfogel 1997; Heartland Center for Leadership Development 1998). Rural development has represented an explicit research perspective within geography since 1982. Geographers, through their ability to integrate human and physical aspects of place, can help communities assess complex change and devise strategies to meet their goals (Stoddart 1986; Turner 1989; Abler et al. 1992). Integrated descriptions of human and physical aspects of place can benefit relationships with undergraduate students (Marshall 1991), other geographers (Bowler et al. 1992), rural development researchers in other fields, and rural development practitioners (Kenzer 1989). Geographers may be especially useful in the interdisciplinary world of sustainable development (Wilbanks 1994). The Rural Development Specialty Group began in 1982 as the result of an International Geographic Union (IGU) working group meeting in Fresno, California. The group was formed “to promote sharing of ideas and information among geographers interested in the many facets of rural development.” Richard Lonsdale (University of Nebraska) and Donald Q. Innis (State University of New York at Geneseo) were co-founders. Subsequent leaders included Vincent Miller (Indiana University of Pennsylvania), John Dietz (University of Northern Colorado), Al Larson (University of Illinois at Chicago), Paul Frederic (University of Maine at Farmington), Henry Moon (University of Toledo), Brad Baltensperger (Michigan Technological University), Karen Nichols (State University of New York at Geneseo), William Forbes (University of North Texas), and Peter Nelson (Middlebury College). The group may soon merge with the Contemporary Agriculture and Rural Land Use Specialty Group, forming a larger Rural Geography Specialty Group that will continue to provide a forum for rural development research in geography.
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Milby, Tammy M., Joan A. Rhodes, and Michael R. Scott. "Innovative Study Abroad Models." In Advancing Teacher Education and Curriculum Development through Study Abroad Programs, 22–35. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9672-3.ch002.

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This chapter discusses how to integrate international experiences into the curricular development process for educators working in teacher preparation programs. The authors explain the various models which may be used when planning a study abroad experience. The writers then examine study abroad timeframes and the advantages of planning trips of varying lengths. Next, tips for designing curricular experiences which enhance learning are described. Finally, the chapter provides an overview of practical considerations for trip organizers on topics including study abroad administration, recruitment, and funding issues. The chapter concludes with a discussion of planning considerations for keeping students at the center of the study abroad experience.
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Muhammad, Amanda J., Gloysis Mayers, and Deborah G. Wooldridge. "Using Theory-Based Research in Supporting Creative Learning Environment for Young Children." In Early Childhood Development, 295–311. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch014.

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A supportive creative environment for young children is viewed as an essential element toward facilitating their creative thinking. Creativity requires imagination, insight, problem solving, divergent thinking, the ability to express emotions and to be able to make choices, thus we created a supportive learning environment to nurture creativity in three to four year olds. In this chapter creativity theory is discussed and how to apply to the early childhood educational setting. The Reggio Approach and creativity-provoking methods are discussed. Application of the theory relates to how children are immersed into activities encourages problem-solving, exploration, creativity and the learning supported by play based experiences for children. Examples are given as to how one child development center has provided curriculum, arranged the indoor and outdoor spaces, and integrated the artist in residence concept into the setting.
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Golden, Julie Ellen, and Victoria Brown. "A Holistic Professional Development Model." In Handbook of Research on Teacher Education and Professional Development, 259–84. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch014.

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Institutions struggle to develop online curriculum that meets increasing student demands for online education. The explosive growth of online learning necessitates that many higher education faculty transition from a traditional classroom to a web-based format, sometimes with little or no training. This chapter describes a holistic online faculty professional development (PD) model developed through use of a concerns-based adoption model (CBAM). The CBAM model provides an affective and behavioral lens for managing change. Through two of CBAM's components called stages of concern and levels of use, a PD plan was constructed that approaches the transition to distance learning as an ongoing process rather than simply as technology training. The holistic PD model considers each faculty member as an individual with unique needs. Components of the PD model and new Center for E-Learning (CeL) development and program building are explained. Impact on faculty and students and recommendations for program planning and future research are included.
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English, Minkie O., Rozanne Dioso-Lopez, and Salika A. Lawrence. "Supporting Learner Social-Emotional Learning and Literacy in Virtual Environments." In Handbook of Research on Supporting Social and Emotional Development Through Literacy Education, 50–72. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7464-5.ch003.

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An exploratory and descriptive case study of the experiences of secondary learners at a community-based learning center on the Caribbean coast in Latin America, this study explores how the Casa Morpho Community of Learners (CoL) model met the socio-emotional (SEL) and literacy needs of adolescents within various virtual environments during the quarantine in Costa Rica. Using lesson plans, teachers' reflective notes, and a developed Learners reflective survey, the following questions were addressed: 1) How did Casa Morpho's curriculum support learners in virtual environments, and with their SEL and literacy needs during the COVID-19 pandemic? 2) What practices were used and how do learners perceive those experiences?
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Rogers, Holly, and Margaret Maytan. "Koru." In Mindfulness for the Next Generation, edited by Holly Rogers and Margaret Maytan, 131–34. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190905156.003.0010.

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This chapter reviews the new developments in the Koru Mindfulness curriculum since the first edition of Mindfulness for the Next Generation was published in 2011. These developments include the creation of The Center for Koru Mindfulness to train and certify teachers to deliver the Koru Mindfulness curriculum, the expansion of the curriculum to include Koru 2.0 and Koru Retreat (a 4-hour experience that is conducted in silence and includes various meditations, such as sitting, walking, and eating, as well as a short talk on mindfulness by the teacher and a yoga experience), and the development of a Koru mobile app that communicates with the new Koru Teacher Dashboard.
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Conference papers on the topic "Nebraska Curriculum Development Center"

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Shoemaker, Richard L. "Optics curriculum development at the Optical Sciences Center." In Education and Training in Optics and Photonics 2001. SPIE, 2002. http://dx.doi.org/10.1117/12.468706.

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Gunawan, Atinna Paramita. "DEVELOPMENT OF CURRICULUM FOR GEOSCIENCE CAMP FOR K-1 AT PACIFIC SCIENCE CENTER." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-354354.

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Davis, Stephanie D. "Session 2: Curriculum, Research and Development | National Center and State Collaborative Curriculum Resource Schema Intervention: Effect on Self-Determination." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0013.

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Nimasari, Elok, Restu Mufanti, and Rohfin Gestanti. "A Review of Public Speaking Coursebook: A Product of English Language Center Curriculum Research and Development." In Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2285327.

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Jokar, Amir, and Stephen Solovitz. "Thermo/Fluids Curriculum Development in a New Mechanical Engineering Program." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37001.

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This study describes a model for developing a thermo/fluids curriculum in a new mechanical engineering program. Hands-on experience and applied engineering research are the center of this development. The efforts in creating undergraduate, elective, and graduate level courses and laboratories in the fundamental topics of thermodynamics, fluid mechanics, and heat transfer are reviewed and explained in detail. A dual approach has been taken in developing the curriculum, so that both undergraduate and graduate students can utilize the facility in their research activities. This development has been revised and optimized since its initiation in 2005, and it has successfully been accredited by ABET. The good results obtained from this model can be used in developing mechanical engineering programs, especially for smaller-sized institutions.
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Liao, Y. Gene, Chih-Ping Yeh, Joseph Petrosky, and Donald Hutchison. "Education and Workforce Development Programs in the Center for Advanced Automotive Technology." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23881.

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Abstract The automotive industry is currently experiencing a revolutionary technological transformation including electrification, connectivity, automated/autonomous, lightweighting, and sustainability. This paper presents the education and workforce development programs developed and delivered by Wayne State University and Macomb Community College partnership in meeting industry needs for future workforce in advanced automotive technology. Through funding from the National Science Foundation, a Center for Advanced Automotive Technology (CAAT) was established as an Advanced Technological Education center to support the partnering work, developing and leading systemic curricula reforms. The center worked with industry partners identifying curriculum gaps and provided professional development for teachers to fill those gaps. CAAT also supported new automotive technology university/college programs through its seed funding program which funded others to create, implement, and share new curricula. The center is a preeminent resource for educating engineers and technicians in advanced automotive technology as all materials that were developed in partnership with CAAT were reviewed by industry experts and offered as a free resource through website. CAAT continues its tasks supporting the United States in its efforts to build and maintain a competent workforce ready to use the skills of the 21st century to move industries ahead.
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Pérez, Jorge, and Meg Murray. "Journey to the Center of the Core: Computers and the Internet in the Core Curriculum." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2943.

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Computers, digitalization and the Internet have transformed modem society. Commerce, education, communication and socialization will never be the same. Surprisingly, many universities do not require a computing course in the core curriculum. Critical information technology (IT) competencies are often taken for granted, to the detriment of students who lack computing and Internet skills. This paper describes an initiative undertaken by a computer science and information systems department to assess and remediate IT skills needed by all university students, regardless of major. The project is evolving along several dimensions: identification of discipline-independent IT competencies, assessment of IT skills among current and incoming students, and curriculum development.
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Poce, Antonella, Mara Valente, Maria Rosaria Re, Francesca Amenduni, and Carlo De Medio. "Professional development of in-training museum educators: an experience of curriculum improvement in time of a pandemic." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12881.

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The present paper aims to illustrate the reorganization of two post-graduate courses, “Museum Education. Theoretical aspects” and “Advanced Studies in Museum Education” promoted by CDM (Center for Museum Studies) - Dept. of Education at Roma Tre University, carried out during the Covid-19 pandemic, and to analyze the education strategies adopted in terms of museum professionals development to face the Covid-19 museum and universities 2020 Italian lockdown.The results emerging from the quantitative evaluation of the module “Museum and Social Networks”, taking into consideration the activities and digital tools proposed, show the efficacy of the courses reorganization, in terms of transverse and professional skills development in university students, critical thinking and collaboration in particular. Moreover, the data analysis give useful indications in term of university online lectures, laboratory activities and practices in e-learning mode, evaluation tools and methodologies aimed at solliciting professional development of in-training museum educators in university learning context.
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shanawani, hasan, James Howard, Azmath Mohammad, and Heidi Kromrei. "Needs Assessment For A Curriculum Development Project To Instruct Pulmonary And Critical Care Fellows In End-of-Life Communication And Care In An Urban Academic Medical Center: Literature Review." In American Thoracic Society 2010 International Conference, May 14-19, 2010 • New Orleans. American Thoracic Society, 2010. http://dx.doi.org/10.1164/ajrccm-conference.2010.181.1_meetingabstracts.a4310.

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Shetty, Devdas, and Jiajun Xu. "Strategies to Address “Design Thinking” in Engineering Curriculum." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87816.

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It is suggested by many scholars that if the goal of engineering education is to produce engineers who can critically design and create, then providing students with early opportunities to engage in creative engineering design is important. While basic design is focused on the development of new products for the individual, working towards a more sustainable world demands greater attention to designing for and with communities. Improving design education and examining design-learning outcomes requires a kind of targeted approach that could match the best practices to personalize student learning. Design is complex and design includes balancing the needs of multiple stakeholders. However, there is a gap in the preparation of design education that will be needed in a challenging environment. This paper reviews the history of design thinking in the engineering curriculum. Design thinking education starts with an understanding of its importance with socioeconomic relevance. Through observation and empathy, mapping the designer uses the listening and learning tools for mapping users unarticulated needs, working in a team environment. The designer takes time to think carefully why a certain project is considered and details which aspects of machine learning application can be applied from functional to complete success for the end users. The availability of powerful virtual reality methodologies, have made it possible to consider the realistic needs and visualize scenarios and to explore the design alternatives with new ideas before full scale resource allocation on new ideas. Mid-to-advanced level courses with experimental assignments require that students apply through experimentation the principles and concepts learned in foundation courses. The basic design tools such as axiomatic thinking, theory of inventive problem solving, design iteration and simulation using hardware-in-the loop are discussed with case studies. Consideration of product sustainability with the thoughts of design for disassembly and disposal has emerged as a major part of design thinking. Senior engineering courses center on cross and interdisciplinary design and capstone experiences so that students experience fully guided practice of device design and problem solving, simulating what they are likely to experience in the world. This paper examines the critical issues of design thinking in a curriculum from observation, empathy mapping, validation of the idea, and improvement of idea by virtual reality and machine learning, optimization of the idea by tools such as axiomatic design, hardware in the loop simulation, and finally examining product sustainability causes.
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Reports on the topic "Nebraska Curriculum Development Center"

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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