The accreditation of education programs based upon student learning

2002 ◽  
Author(s):  
Frank Murray
Keyword(s):  
Student Learning ◽  
Education Programs

Teaching and Learning to Communicate

2013 ◽  
pp. 579-599
Author(s):  
Cynthia J. Benton ◽  
Kathleen A. Lawrence
Keyword(s):  
Preservice Teachers ◽  
Student Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Communication Competence ◽  
College Level ◽  
Education Programs ◽  
Professional Success ◽  
Evaluating Methods ◽  
K 12

Effective presentation skills and communication competence are important developmental qualities for teachers’ professional success and K-12 students’ learning. Yet identifying the definitive qualities and methods to practice and evaluate those skills has had minimal emphasis in current education programs. In addition to traditional abilities such as making clear presentations, speaking well, and articulating an argument, K-20 learners are faced with an explosion of options for accessing, organizing, and presenting information using technology. This study documents methods for college-level instruction and assessment of presentation skills, which serve as evidence of preservice teachers' readiness to demonstrate effective communication skills for K-12 student learning. The report summarized in this chapter tracks two years of creating and evaluating methods for promoting professional presentation and communication skills, and includes rubrics focused on the development and evaluation of those skills.

Process vs. Product

2016 ◽  
pp. 328-336
Author(s):  
Christina Janise McIntyre ◽  
Angela M. Cartwright ◽  
Stacia C. Miller
Keyword(s):  
Preservice Teachers ◽  
Action Research ◽  
Student Learning ◽  
Undergraduate Education ◽  
Teacher Candidates ◽  
Classroom Practice ◽  
Classroom Research ◽  
Education Programs ◽  
The Common

The purpose of this case study was to determine if the common practice of Impact on Student Learning (ISL) projects, such as those found in the edTPA and TK20 systems, is adequately preparing preservice teachers to engage in the kinds of action research that are necessary for continuously improving classroom practice. In these projects, teacher candidates administer pre- and post-tests, then determine the efficacy of the lessons between by comparing the scores. While ISL projects provide exposure to assessment for planning, it leaves preservice teachers underprepared for the types of action research that are required for continuously improving classroom practice. Preservice teachers would benefit from additional experiences with research during their undergraduate education programs in order to increase their efficacy, and interest, in classroom research practices.

The Story of K2 and the Brotherhood of the Rope

2017 ◽  
pp. 1-32
Author(s):  
James G. Clawson ◽  
Gerry Yemen
Keyword(s):  
Student Learning ◽  
Real World ◽  
Team Building ◽  
Point Of View ◽  
Executive Education ◽  
Education Programs ◽  
Theoretical Concepts ◽  
The World ◽  
Mountain Climbers ◽  
Enhance Student Learning

Suitable for undergraduate, graduate, and executive education programs, this version of the K2 story provides the full version of the story based on sequential dates. Written as a replacement for the much-used Greenland Case (UVA-OB-0581) this undisguised case can be taught in a similar manner. Chris Warner led a team of experienced mountain climbers on an expedition to reach the summit of K2—the second highest in the world. After failing to succeed on their first two attempts, Warner and his team brought together other teams representing eight different countries hoping to work together for success. Their story is an account full of examples where a leadership point of view was taken or not taken. The successes and failures of the expedition's approach is bursting with real world examples and offers an exciting framework to house theoretical concepts about team building and leadership. A video supplement is available to enhance student learning.

scholarly journals Examining Student Learning Outcomes and Engagement in Engineering Entrepreneurship Education Programs

2018 ◽  
Author(s):  
Prateek Shekhar ◽  
Aileen-Huang Saad ◽  
Julie Libarkin
Keyword(s):  
Higher Education ◽  
Technological Change ◽  
Student Learning ◽  
Learning Outcomes ◽  
Entrepreneurship Education ◽  
Student Learning Outcomes ◽  
Time Constraints ◽  
Education Programs ◽  
Career Needs ◽  
Problem Solve

The professional context for the future engineer ischanging. Engineering graduates can no longer expecta career with a single employer and they must beprepared to meet the needs of diverse organizations.Companies are looking for engineers who can identifyunmet needs, problem solve under time constraints,and adapt to technological change. In response tochanging career needs, higher education institutionsare reforming how they train engineers. Most recently,this reform has led to the incorporation ofentrepreneurship into engineering undergraduatecurriculum. As more programs rush to launchengineering entrepreneurship programs, it is criticalthat we better understand the outcomes ofentrepreneurship education and how programs engagediverse student populations. In our poster, we presentour two projects assessing learning outcomes ofengineering entrepreneurship programs andexamining student participation.

CONSTRUCTIVE ALIGNMENT: A JOURNEY FOR NEW EYES

2006 ◽  
Vol 14 (04) ◽  
pp. 291-306 ◽  
Author(s):  
COLIN JONES
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Education Programs ◽  
Knowledge And Skills ◽  
Constructive Alignment ◽  
Enterprise Education ◽  
Approach To Teaching

The needs of students engaged in enterprise education programs are of ever growing importance. This paper considers the pedagogical challenges that confront the designers of such-programs. It is argued that it is the designer's mindset that will most likely determine the program's outcomes. That, regardless of where such programs reside, their development should be guided by a learner-centred approach. The recently developed hic et nunc framework, provides an example of such a student-centred approach. The process through which student learning outcomes occur is argued to be essentially Darwinian in nature. Taking into account both knowledge and skills, it is also argued that assessment of desirable learning outcomes should occur in visible interaction spaces. That the failure to eliminate invisible interaction spaces from such programs is an invitation for criticism from those who favour a more traditional lecturer-centred approach to teaching and learning.

Teacher Educator Technology Integration Preparation Practices Around TPACK in the United States

2020 ◽  
pp. 002248712094984
Author(s):  
Rick Voithofer ◽  
Michael J. Nelson
Keyword(s):  
Teacher Education ◽  
Student Learning ◽  
Teacher Educators ◽  
Teacher Educator ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Qualitative Survey ◽  
Complex Integration ◽  
Survey Responses

Given the strong influence of teachers educators’ pedagogical modeling on new teachers’ capacity to use technology to support student learning, this study sought to answer two interrelated questions: (a) How are teacher educators and teacher education programs currently working to prepare teachers to integrate technology? and (b) How are teacher educators implementing the TPACK (complex integration of technological [T], pedagogical [P], and content [C] knowledge [K]) model? The evidence to answer these questions was derived from an analysis of quantitative and qualitative survey responses from 843 teacher educators from approximately half ( n = 541) of the accredited teacher education programs in the country. The results showed that teacher educators are increasingly integrating technology across the curriculum, that there is a fairly low level of TPACK adoption, and that conceptions of TPACK vary greatly. The study helps to better understand these teacher educator practices in relationship to the literature on preparing teachers to use technology to support student learning.

scholarly journals The Texture of Entrepreneurship Programs: Revisiting Experiential Entrepreneurship Education Through the Lens of the Liminal–Liminoid Continuum

2019 ◽  
Vol 3 (3) ◽  
pp. 236-264
Author(s):  
Hugo Gaggiotti ◽  
Carol Jarvis ◽  
Jeremy Richards
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Risk Taking ◽  
Learning Experience ◽  
Entrepreneurship Education ◽  
Safety Net ◽  
Social Recognition ◽  
Rite Of Passage ◽  
Venture Creation ◽  
Education Programs

Positioning the liminal and the liminoid on a continuum, we define a “space” within which practice-led, experiential learning occurs. The more liminal processes within this space are associated with familiarity, wide social recognition, and relative security, the more liminoid are allied with risk-taking, innovation, creativity, and higher levels of uncertainty. Our research was conducted among student or founders on M-Entrep, an integrated Masters and venture creation program. Our findings suggest it is the coexistence of the liminal program experiences, such as the “rite of passage” of obtaining a Masters qualification, that act as a safety net as students embrace the fluidity and lack of security associated with the more liminoid experiences many associate with the venture creation endeavor. We argue that M-Entrep is an example of a program that interweaves liminal and liminoid processes, creating a texture that is both open and containing, facilitating “entrepreneuring” and encouraging students to reimagine themselves in new roles and statuses. By exploring entrepreneurship education through the lens of the liminal and the liminoid continuum, facilitators of entrepreneurship education programs can better appreciate, design, and influence the texture of this space to benefit the student learning experience.

scholarly journals Promoting Innovation by Women through Engineering Entrepreneurship Courses: An Assessment of Entrepreneurial Self-Efficacy

2018 ◽  
Author(s):  
Prateek Shekhar ◽  
Aileen-Huang Saad ◽  
Anastasia Ostrawoski ◽  
Anastasia Ostrawoski
Keyword(s):  
Gender Differences ◽  
Student Learning ◽  
Self Efficacy ◽  
Positive Impact ◽  
Entrepreneurship Education ◽  
Female Students ◽  
Male Students ◽  
Learning Gains ◽  
Education Programs ◽  
Survey Responses

Engineering entrepreneurship education programs are increasingly exposing students to entrepreneurship and innovation. Little is known about student learning gains in these programs, particularly from a gender perspective. This study examines gender differences in students’ Entrepreneurial Self-efficacy (ESE) among students enrolled in a senior-level College of Engineering’s entrepreneurship practicum course. The ESE Scale was administered at the beginning and end of the semester to measure students’ self-efficacy for five ESE constructs – searching, planning, marshalling, implementing-people and implementing-finance. The findings reveal improvement in students searching, planning, marshalling, and implementing-finance constructs after the course. Significant gender differences were found for planning, marshalling, and implementing-finance constructs in students’ pre survey responses with female students reporting lower ESE. However, no significant gender differences were noted in students’ post survey responses. This indicates that female students were able to reach similar levels of ESE as male students as an outcome of instruction. These results demonstrate the positive impact of an entrepreneurship course on female students’ ESE and the importance of entrepreneurship programs for promoting innovation regardless of gender.

Propelling Professional Development Schools Forward

2018 ◽  
pp. 304-320
Author(s):  
Cynthia Benton ◽  
Stephanie Falls
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Student Learning ◽  
Professional Development School ◽  
Development Program ◽  
Teacher Candidate ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Candidate Performance

This program study used faculty, administrator and teacher candidate participant interviews to examine expanded field experiences and action research effects on a Professional Development School (PDS) partnership. Specifically, the roles and relationships between public school and higher education members were examined in light of the effectiveness of the program and teacher candidate performance. Implications for higher education practices in PDS development, program design, faculty development and student learning are described. The PDS model has been embraced as a means to collaboratively develop teacher education programs that benefit student learning as well as to effectively meet licensure and academic requirements.

Experience as a Catalyst to Student Classroom Learning in Management Education

2017 ◽  
pp. 101-118
Author(s):  
Maria Sergeevna Plakhotnik
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Curriculum Design ◽  
Management Education ◽  
Graduate Programs ◽  
Learning From Experience ◽  
Classroom Learning ◽  
Education Programs ◽  
Teaching Techniques ◽  
Prior Experiences

The chapter describes how instructors can capitalize on student prior experiences and create opportunities for new experiences in the classroom to foster student learning in management education programs. The chapter provides an overview of research around experiential learning (Kolb, 1984; Kolb & Kolb, 2005), learning from experience or on-the-job learning by managers, and teaching techniques that have been shown to foster student learning in management undergraduate and graduate programs. The chapter focuses on experiences that could be created in-class or in the context of one course and does not discuss practices related to a program and curriculum design.

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