Lessons Learned from NASA STEM Workshops for High-Impact Professional Development

Abstract Continuing professional development is important for improving and reforming teaching.Classroom observation of others’ teaching has been used for the professional development of eight lecturers from three Myanmar universities who visited the Department of Biological Sciences, National University of Singapore over a period of three weeks.To bridge the socio-cultural and educational background differences, Gagné’s ‘Nine events of instruction’ was used as a pedagogical framework to guide and evaluate the classroom observation and learning as it is well-established for instructional design and resonate well with educators.This study aimed to evaluate the participants’ abilities and their learning through classroom observation based on their perceptions of the ‘nine events of instruction’.The study found that most of the participants have positive views of their abilities in relation to the ‘nine events’, especially in practicing the early events of instruction. The classroom observation has benefitted them with respect to the ‘nine events’, particularly ‘Informing the Students of the Objective/Outcome’, ‘Stimulating Recall of the Prior Knowledge’ and ‘Presenting Information/Content/Stimulus’.Notably, ‘Assessing Performance’ was the most perceived ‘event of instruction’ that the participants wanted to improve on and that the participants perceived will benefit Myanmar lecturers the most.Qualitative feedbacks by the participants revealed lessons learned, their potential applicability and desires to reform and share.The study further demonstrated that the ‘nine events of instruction’ is a useful pedagogical framework for guiding and evaluating perception of abilities and learning in classroom instruction and observation for continuing professional development in a cross-cultural context.

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Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study

Computers & Education ◽

10.1016/j.compedu.2014.07.006 ◽

2014 ◽

Vol 79 ◽

pp. 101-115 ◽

Cited By ~ 42

Author(s):

Shiang-Kwei Wang ◽

Hui-Yin Hsu ◽

Thomas C. Reeves ◽

Daniel C. Coster

Keyword(s):

Professional Development ◽

Information And Communication Technologies ◽

Research Study ◽

Communication Technologies ◽

Lessons Learned ◽

Cognitive Tools ◽

Design Based Research ◽

Information And Communication

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ROSES: Remote Online Sessions for Emerging Seismologists

Seismological Research Letters ◽

10.1785/0220200421 ◽

2021 ◽

Author(s):

Fransiska K. Dannemann Dugick ◽

Suzan van der Lee ◽

Germán A. Prieto ◽

Sydney N. Dybing ◽

Liam Toney ◽

...

Keyword(s):

Professional Development ◽

Graduate Students ◽

Lessons Learned ◽

Development Programs ◽

Content Structure ◽

Course Content ◽

Technical Requirements ◽

Online School ◽

Professional Development Programs ◽

Advanced Graduate

Abstract In response to a pandemic causing the cancellation of numerous professional development programs for emerging seismologists, we successfully planned, promoted, and executed an 11 week online school for advanced graduate students worldwide during the summer of 2020. Remote Online Sessions for Emerging Seismologists included 11 distinct lessons focused on different topics in seismology. We highlight the course content, structure, technical requirements, and participation statistics. We additionally provide a series of “lessons learned” for those in the community wishing to establish similar programs.

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Trosbaserade organisationer och professionsutveckling

Scandinavian Journal for Leadership & Theology ◽

10.53311/sjlt.v8.50 ◽

2021 ◽

Vol 8 ◽

Author(s):

Mikael Hallenius

Keyword(s):

Professional Development ◽

Practical Theology ◽

Lessons Learned ◽

Critical Reading ◽

Religious Identities ◽

Faith Based ◽

Ibn Rushd ◽

Is Theory ◽

Faith Based Organizations ◽

The Relationship

Faith-based organizations and professional development: A case for practical theology? The question discussed in this article is: “in what ways can perspectives from practical theology contribute to the study of professional development within faith-based organizations? To an swer this question, I present my critical reading of the report, När tilliten prövas: En studie av studieförbundet Ibn Rushd samhällsbidrag (2019) and the results are analyzed utilizing per spectives from practical theology. My method is theory-testing critical reading where I search for and present concepts in the report concerning 1) What is said of religion in the relationship between religion and society in the report? 2) Which perspectives are raised in the report con cerning stakeholders, staff, and visitors/participants behavior? Finally, using perspectives from practical theology, I outline two answers addressing what professional development in faith based organizations is and how practical theology can contribute in this field. Firstly, I propose that professional development in faith-based professions occurs when one’s own and other’s expression of intentional religion is perceived as one of many positive assets from the onset. Practical theology has the resources to both study and develop knowledge in these processes. Secondly, I claim that practical theology has resources to identify and utilize lessons learned from other professions with clear religious identities. Their experiences should be of interest for actors dealing with similar challenges and for society in general. Professional development in faith-based organizations is a case for practical theology.

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Evaluating the Use of Cyberinfrastructure in the Classroom to Enhance Product Dissection

Volume 3: 19th International Conference on Design Theory and Methodology; 1st International Conference on Micro- and Nanosystems; and 9th International Conference on Advanced Vehicle Tire Technologies, Parts A and B ◽

10.1115/detc2007-35549 ◽

2007 ◽

Cited By ~ 2

Author(s):

Matt Devendorf ◽

Kemper Lewis ◽

Timothy W. Simpson ◽

Robert B. Stone ◽

William C. Regli

Keyword(s):

Phase I ◽

High Impact ◽

Lessons Learned ◽

Digital Design ◽

Design Engineering ◽

National Scale ◽

Research Experiences ◽

Ongoing Research ◽

Information Tools ◽

Digital Environments

Recent cyberinfrastructure initiatives seek to create ubiquitous, comprehensive, interactive, and functionally complete digital environments that consist of people, data, information, tools, and instruments for research communities. With product dissection as our unifying theme, we are forging a cyberinfrastructure to support undergraduate design engineering education through CIBER-U: Cyber-Infrastructure-Based Engineering Repositories for Undergraduates. CIBER-U pairs two of the nation’s leading design repository developers with several active users and their students to realize a high-impact application of cyberinfrastructure in engineering undergraduate curricula involving freshmen through seniors. Specifically, CIBER-U combines product dissection activities at three universities with two digital design repositories, CAD modeling and animation, video, MediaWiki technology, multimedia, and undergraduate summer research experiences to enable cyberinfrastructure-based product dissection activities. Nearly 700 students have participated in the Phase I efforts of CIBER-U, which have focused primarily on generating, capturing, and storing data in two digital design repositories. Lessons learned from these efforts are presented from the students’ perspectives as well as that of the faculty in both engineering and computer science. The implications for implementing CIBER-U on a national scale are discussed along with ongoing research.

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Using Learning Communities to Support Cantonese/Mandarin Family Child Care Providers in a Professional Development Intervention Program

Journal of Education and Learning ◽

10.5539/jel.v6n4p127 ◽

2017 ◽

Vol 6 (4) ◽

pp. 127

Author(s):

Yafen Lo ◽

Shu-Chen Yen ◽

Shinchieh Duh

Keyword(s):

Higher Education ◽

Professional Development ◽

Child Care ◽

Los Angeles ◽

Learning Communities ◽

Intervention Program ◽

High Impact ◽

Family Child Care ◽

Care Providers ◽

Development Intervention

High-impact educational practices can promote student involvement and learning outcomes, but are rarely tested in the community college setting—where involvement is a typical challenge to student success. For Family Child Care (FCC) providers, who tend to be older and overworked, higher-education training can be especially difficult. The present study examined the use of learning communities as a high-impact practice in Project Vista Higher Education Academy (PVHEA), a two-year professional development intervention program for Cantonese/Mandarin FCC providers at the East Los Angeles College in California. Quantitative and qualitative data during the inaugural term (January 2012-December 2013) indicated that PVHEA successfully helped FCC providers access and complete college coursework towards Child Development degrees and credentials. Course completion rate reached 100%, and the providers gradually increased course load while maintaining above-average grades. Positive changes were also observed in self-efficacy, aspirations, and professional image. The associated program challenges were discussed.

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