An Educational Approach to Establish Agricultural Sustainability: Lessons Learned from a Reciprocal Double Degree Program between Universities in Indonesia and Japan

2015 ◽  
Vol 8 (4) ◽  
pp. 200-206
Author(s):  
M. Faiz Syuaib ◽  
Masakazu Komatsuzaki ◽  
Hiroyuki Ohta ◽  
Nobuo Sakagami ◽  
Nahrowi Ramli ◽  
...  
Keyword(s):  
Degree Program ◽  
Lessons Learned ◽  
Agricultural Sustainability ◽  
Educational Approach ◽  
Double Degree

scholarly journals Establishing a postgraduate programme in nutritional epidemiology to strengthen resource capacity, academic leadership and research in the democratic republic of Congo

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Mapatano Mala Ali ◽  
Lyn Haskins ◽  
Vaughn John ◽  
Anne Hatløy ◽  
Silondile Luthuli ◽  
...  
Keyword(s):  
Democratic Republic ◽  
Democratic Republic Of Congo ◽  
Lessons Learned ◽  
Academic Leadership ◽  
Nutritional Epidemiology ◽  
Rural Site ◽  
Educational Approach ◽  
Financial Barriers ◽  
Republic Of Congo ◽  
Health And Nutrition

Abstract Background Low- and Middle-income countries (LMIC) face considerable health and nutrition challenges, many of which can be addressed through strong academic leadership and robust research translated into evidence-based practice. A North-South-South partnership between three universities was established to implement a master’s programme in nutritional epidemiology at the Kinshasa School of Public Health (KSPH), Democratic Republic of Congo (DRC). The partnership aimed to develop academic leadership and research capacity in the field of nutrition in the DRC. In this article we describe the educational approach and processes used, and discuss successes, challenges, and lessons learned. Methods Self-administered questionnaires, which included both open and closed questions, were sent to all graduates and students on the master’s programme to explore students’ experiences and perceptions of all aspects of the educational programme. Quantitative data was analysed using frequencies, and a thematic approach was used to analyse responses to open-ended questions. Results A two-year master’s programme in Nutritional Epidemiology was established in 2014, and 40 students had graduated by 2020. Key elements included using principles of authentic learning, deployment of students for an internship at a rural residential research site, and support of selected students with bursaries. Academic staff from all partner universities participated in teaching and research supervision. The curriculum and teaching approach were well received by most students, although a number of challenges were identified. Most students reported benefits from the rural internship experience but were challenged by the isolation of the rural site, and felt unsupported by their supervisors, undermining students’ experiences and potentially the quality of the research. Financial barriers were also reported as challenges by students, even among those who received bursaries. Conclusion The partnership was successful in establishing a Master Programme in Nutritional Epidemiology increasing the number of nutrition researchers in the DRC. This approach could be used in other LMIC settings to address health and nutrition challenges.

scholarly journals Public Event: Global to Village: Grounding Communication Research in Rural China

2015 ◽  
Vol 7 (2) ◽  
Author(s):  
Christine Rose Ackerley
Keyword(s):  
Rural China ◽  
Degree Program ◽  
Ethnographic Research ◽  
Global Communication ◽  
Communication Research ◽  
Public Event ◽  
Initial Analysis ◽  
Double Degree

The M.A. Double Degree Program in Global Communication is holding a workshop on ethnographic research in rural China, to share their initial analysis and experiences in the field. The workshop will be at SFU Harbour Centre, room 1530 from 7 pm to 9 pm on November 12. Please see the attached poster for details.

scholarly journals Experiences with inquiry-based learning in an introductory mechanics course

2018 ◽  
Author(s):  
Devin R. Berg
Keyword(s):  
Lessons Learned ◽  
Student Response ◽  
Equilibrium Analysis ◽  
Static Equilibrium ◽  
Educational Approach ◽  
Engineering Technology ◽  
Student Work ◽  
Inquiry Based Learning ◽  
Technology Students ◽  
Wide Range

Inquiry-based learning is an educational approach that allows the student to take ownership over the education process by self-identifying a problem and formulating their own solution. The application of this method of teaching was explored in an introductory mechanics course taken by both engineering and engineering technology students. Students were tasked with applying the principles of fundamental static equilibrium analysis to objects found in their normal surroundings. The deliverable for this assignment consisted of a photograph of an object they found to be in static equilibrium and a short description of how the state of the object could be described mathematically. Student submissions for this task exhibited a wide range of quality and imagination. Examples of student work are presented along with discussion of lessons learned and recommendations for the use of this method in the future. The overall student response to this task was positive and thus these efforts will be expanded.

Lessons Learned Building an Online Degree Program

2017 ◽  
pp. 172-182
Author(s):  
Ottilie F. Austin ◽  
Gail M. Hunger ◽  
Julie J. Gray
Keyword(s):  
Reading Program ◽  
Degree Program ◽  
Lessons Learned ◽  
Course Evaluations ◽  
Online Reading ◽  
Master's Programs ◽  
Course Work ◽  
History Of ◽  
Online Degree ◽  
The University

Many universities and colleges are moving courses and master's programs to online formats. The Masters of Reading program at the University of Virginia has a history of providing professional development to teachers in the Commonwealth through course work and the online Reading Degree program. This chapter will outline the growth of a state outreach master's degree program as it developed courses online beginning in 1999 and moved to a fully online degree program. The authors will discuss the importance of using a sound instructional design model and taking a close look at course evaluations to examine the design of the course and the quality of instruction. This chapter will discuss the success of our design, lessons learned and some of the challenges faced.

scholarly journals Implementation of Online Teaching in Medical Education: Lessons Learned from Students’ Perspectives during the Health Crisis in Marrakesh, Morocco

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Majda Sebbani ◽  
Latifa Adarmouch ◽  
Adil Mansouri ◽  
Ouassim Mansoury ◽  
Sarah Michaud ◽  
...  
Keyword(s):  
Distance Learning ◽  
Online Teaching ◽  
Online Courses ◽  
Virtual Learning ◽  
Cross Sectional Study ◽  
Lessons Learned ◽  
Educational Approach ◽  
Cross Sectional ◽  
Health Crisis ◽  
June July

Background. On the announcement of the COVID-19 health emergency, the Marrakesh School of Medicine accelerated the digitization and the establishment of courses available to students through the faculty platform. We aimed to describe the students’ perspectives toward the online educational approach implemented during the COVID-19 pandemic and to investigate the factors that might affect the implementation of online teaching in the future. Methods. This was a cross-sectional study among medical students in Marrakesh during June-July 2020. Data collection was based on a self-administered electronic questionnaire distributed via the student platform. We studied the knowledge and previous practices of virtual technologies and students’ appreciation of distance learning during the lockdown. Univariate and multivariate analyses were performed using SPSS16.0 software. Results. A total of 111 students participated. The female-to-male sex ratio was 2.2 with an average age of 20.6 ± 1.8. The majority of students felt that they had a good knowledge of virtual technologies (on a scale of 1 to 10, 81% ≥ 5/10), and two-thirds reported using them in medical studies. Before the COVID-19 lockdown, 16.2% of the students used the platform and 39.6% did not attend in-person courses (16.0% in 1st cycle versus 49.2% in 2nd cycle, p = 0.01 ). During the pandemic, 79% of the students appreciated the virtual learning (54.0% in 1st cycle versus 89.0% in 2nd cycle, p < 0.001 ) and 80.2% thought that the online courses were understandable. Regarding to student’s preferences, 41.4% preferred blended education and 68.5% of the students would recommend continuing distance learning after the pandemic. Regarding satisfaction, previous use of the educational platform (OR = 66.3, CI 95% [1.9; 2.2 ∗ 103]), improvement of learning during distance learning (OR = 22.6, IC 95% [4.1, 123.7]), and professor support (OR = 7, IC95% [1.3, 38]) seemed to be the most powerful factors in the multivariate analysis. Conclusion. Our results will contribute to the implementation of actions by taking advantage of the experience during the health crisis. The institutionalization of virtual learning with more interaction in addition to the in-person courses is the main recommendation of this study.

scholarly journals THE UNIVERSITY OF WISCONSIN-MADISON’S MASTER OF ENGINEERING IN PROFESSIONAL PRACTICE (MEPP) PROGRAM: THE ROAD TO QUALITY ONLINE GRADUATE ENGINEERING EDUCATION

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Wayne P. Pferdehirt ◽  
Thomas W. Smith ◽  
Karen R. Al-Ashkar
Keyword(s):  
Professional Practice ◽  
Degree Program ◽  
Lessons Learned ◽  
Design Strategies ◽  
Course Content ◽  
The Road ◽  
University Of Wisconsin ◽  
Design Integration ◽  
Campus Residency ◽  
The University

This case study explores several key design strategies behind the University of Wisconsin-Madison’s Master of Engineering in Professional Practice (MEPP) program. Since its full-scale launch in 1999, this demanding graduate engineering degree program has achieved a graduation rate of more than 99% and has received major awards for instructional quality from the Sloan Consortium, the U.S. Distance Learning Association, and the University Continuing Education Association. This paper examines several key elements of the program’s design and practical lessons learned through the program’s first six years, during which 140 students have graduated from the two-year degree program. Distinctive elements of the program include: the program’s cohort design; integration of weekly Webconferencing with asynchronous Web-based tools; optimization of course content and format for experienced, mid-career adults; and an annual on-campus residency. Program details are available at http://mepp.engr.wisc.edu.

Co-Branding Through an International Double Degree Program: A Single Case Study in Sport Management Education

2020 ◽  
Vol 14 (2) ◽  
pp. 119-128
Author(s):  
Tim Ströbel ◽  
B. David Ridpath ◽  
Herbert Woratschek ◽  
Norm O’Reilly ◽  
Markus Buser ◽  
...  
Keyword(s):  
International Education ◽  
International Business ◽  
Sport Management ◽  
Single Case ◽  
Degree Program ◽  
Management Program ◽  
Future Research ◽  
Success Factor ◽  
Double Degree

Scholars forecast that globalization will require sport managers to have competencies in international business. Sport, due to its global nature, has become an international business, leading to sport management programs at postsecondary institutions growing in number and the marketing of such programs becoming a key success factor. In an increasingly competitive educational environment, both effective curriculum offerings and innovative marketing, including branding, are important for a successful sport management program. This article shares a case study of innovative marketing—the co-branding through a double degree program between two long-standing sport management programs, one in North America (Ohio University, United States) and one in Europe (University of Bayreuth, Germany). This program is designed to enhance international education, as well as global internship and job-placement opportunities. The details of the double degree program within the background of co-branding are presented as a pedagogical framework for international education. Data from a survey of industry professionals are analyzed to demonstrate the need for such an international double degree program. Results provide a template for replication by other institutions and identify potential future research.

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