scholarly journals Standards and Guidelines for Undergraduate Programs in Gerontology

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 558-558
Author(s):  
Laura Donorfio ◽  
Karen Kopera-Frye ◽  
Robert Maiden ◽  
Carrie Andreoletti
Keyword(s):  
Continuing Education ◽  
Social Services ◽  
Bachelor's Degree ◽  
Entry Level ◽  
Competitive Edge ◽  
Job Growth ◽  
Standards And Guidelines ◽  
Competency Based ◽  
Undergraduate Programs ◽  
Global Aging

Abstract Undergraduate programs (majors, minors, certificates) and continuing education programs in gerontology prepare students for entry-level careers in aging and increase competitiveness for graduate work in a variety of fields. Job growth in the field of gerontology is high, especially for positions requiring a bachelor’s degree and less. Gerontology education at this level is essential for meeting the growing demand for workers in social services and health services who understand the opportunities and challenges that come with increased longevity and global aging. This presentation will highlight the new recommendations for competency-based gerontology education for undergraduate and continuing education credentials outlined in the latest edition of AGHE Standards and Guidelines. Whether you are developing a new curriculum or revising an old one, we will offer suggestions for using the AGHE competencies and guidelines to ensure that your program adequately prepares students and offers them a competitive edge in today’s job market.

“Applied Geometry” Discipline Adaptation to Undergraduate for Exploitative Specialities of an Aviation High Educational Institution

2020 ◽  
Vol 8 (1) ◽  
pp. 57-64 ◽  
Author(s):  
Olga Nazarova
Keyword(s):  
Geometric Modeling ◽  
Educational Institution ◽  
High Educational Institution ◽  
Bachelor's Degree ◽  
Descriptive Geometry ◽  
Professional Activities ◽  
Geometric Problems ◽  
Competency Based ◽  
Undergraduate Programs ◽  
High Educational

The problem of teaching and formulating the tasks for the “Applied Geometry” discipline is considered in this paper. Currently, in aviation high educational institutions there is a tendency to reduce the number of hours allocated to graphic disciplines; in addition, “Descriptive Geometry” – the habitual name of the discipline – has been replaced by name “Applied Geometry”. This is certainly connected with the transition to learning on undergraduate programs, that implies a competency-based approach, i.e., training in accordance with the necessary knowledge and methods of activity in a particular area [4; 9; 23; 29; 30; 34]. The planned results of learning in “Applied Geometry” include knowledge of methods for solving applied engineering-geometric problems, as well as the ability to use the basic elements of applied geometry and engineering graphics in professional activities, and to solve specific applied problems of geometric modeling [4; 14; 20; 22; 32]. For these reasons arises the question of the need to adapt “Descriptive Geometry” to the requirements and programs for the training of bachelors, bringing it to conformity with the name “Applied Geometry” of the discipline. According to the results of “Applied Geometry” studying, students ought to gain experience and have the ability to independently solve cognitive, organizational and other problems related to their future professional activities [28–30]. In this paper is proposed a general approach to the formulation of “Applied Geometry” problems for cadets pursuing a bachelor's degree in “Air Navigation” (25.03.03) and “Operation of Airports and Flight Support of Aircraft” (25.03.04). Using rather simple examples, has been considered the possibility to formulate the problem in such a way that instead of the traditional formulation it could be applied for a specific bachelor's degree. As well has been considered a complex applied problem, which is suitable as a task for performing a computational and graphic work, since it integrates several topics of the discipline.

scholarly journals An Exploration of Learning Results and Curricula Gaps Within an Online Grandfamilies Certificate Program

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 70-71
Author(s):  
Jennifer Crittenden
Keyword(s):  
Online Education ◽  
Continuing Education ◽  
Social Services ◽  
Grandparents Raising Grandchildren ◽  
Wide Range ◽  
Program Content ◽  
Initial Program ◽  
Individual Program ◽  
Long Term Impact ◽  
Training Opportunities

Abstract Professionals who work with grandparents raising grandchildren have cross-cutting training needs that span content in gerontology, social services, child welfare and program development. To address these needs, a unique, asynchronous, online continuing education program was launched by the UMaine Center on Aging. To-date the program has 177 individual program completers with learners from across the U.S. and Hong Kong that are affiliated with a diverse set of organizations and perform a wide range of professional and lay functions. Participant data indicate that the program has appealed to a wide variety of learners including participants who serve caregivers generally (60.8%) and grandparents raising grandchildren specifically (81%). A small majority (55.6%) of the agency-based learners reported serving, on average, more than 40 grandfamilies annually. Self-reported learning levels were notable ranging from a mean low of 3.46 out of 4 points (N = 157, SD = 0.59) for the volunteer recruitment and mentorship programming module to a mean high of 3.79 (N = 167 ,SD = 0.45) for the caregiver self-care module. Evaluation results from the first seven learner cohorts underscore the efficacy of program content as well as the utility of performing an initial program needs assessment to guide curriculum development. Practice implications for future continuing education efforts targeting grandfamilies professionals and lay leaders include: the need for easily accessible online education in combination with supplemental training opportunities addressing topics such as the long-term impact of substance use disorder and trauma combined with locally relevant content on grandfamilies and legal resources.

scholarly journals Book Review: Multicultural and Diversity Issues in Student Affairs Practice - A Professional Competency Based Approach

10.28945/4444 ◽  
2019 ◽  
Vol 4 ◽  
pp. 279-280
Author(s):  
Crystal R Chambers
Keyword(s):  
Professional Development ◽  
Student Affairs ◽  
Continuing Education ◽  
Master's Level ◽  
Undergraduate Level ◽  
Education Professional ◽  
Education Professional Development ◽  
Competency Based ◽  
Diversity Issues

Aim/Purpose: Book Review: Multicultural and Diversity Issues in Student Affairs Practice - A Professional Competency Based Approach Background: This text explores cases and concepts regarding multiculturalism, diversity, and inclusion in student affairs practice as guided by ACPA/ NASPA competencies. Methodology: Review Contribution: Review Findings: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Recommendations for Practitioners: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Recommendation for Researchers: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Impact on Society: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Future Research: See Review

scholarly journals Content Validation of Athletic Therapy Clinical Presentations in Canada

2016 ◽  
Vol 11 (2) ◽  
pp. 82-87 ◽  
Author(s):  
Mark R. Lafave ◽  
Michelle Yeo ◽  
Khatija Westbrook ◽  
Dennis Valdez ◽  
Breda Eubank ◽  
...  
Keyword(s):  
Clinical Practices ◽  
Therapy Program ◽  
Clinical Presentations ◽  
Difficulty Scale ◽  
High Altitude Cerebral Edema ◽  
Competency Based ◽  
Athletic Therapy ◽  
Difficulty Index ◽  
Teaching Learning ◽  
Undergraduate Programs

Context: Competency-based education requires strong planning and a vehicle to deliver and track students' progress across their undergraduate programs. Clinical presentations (CPs) are proposed as 1 method to deliver a competency-based curriculum in a Canadian undergraduate athletic therapy program. Objective: Validation of 253 CPs. Setting: Canadian universities/colleges and clinical practices. Patients or Other Participants: Six Canadian Athletic Therapists Association-accredited program directors and 6 athletic therapists with at least 10 years of experience working in both field and clinical athletic therapy settings. Intervention(s): We surveyed 12 experts who rated the importance and difficulty of 253 CPs using a 100-mm and electronic visual analog scale with extremely important at 1 anchor and irrelevant at the other end. Difficulty was measured in a similar manner anchored by extremely difficulty and extremely easy. Main Outcome Measure(s): Descriptive statistics for importance and difficulty were tabulated on all CPs. An importance-difficulty index was calculated as a mean score of both importance and difficulty scores. Results: Data were converted into quartiles to represent a 4-point categorical importance scale to mimic the original categories from the Ebel procedure (ie, essential, important, acceptable, and questionable). Difficulty was likewise converted into quartiles representing a 4-point categorical difficulty scale. Mean importance scores ranged from 99.3 for airway management (ie, most important) to 54 for high altitude cerebral edema (ie, less important). Clinical presentation difficulty scales ranged from 89.8 for biceps contusion (ie, easier) to 21.2 for decompression illness (ie, harder). Conclusions: These 253 CPs are thought to be representative (ie, valid) of the athletic therapy scope of practice in Canada. To our knowledge, CPs have not been developed in the athletic therapy context prior to this research. We anticipate more will be identified as these CPs are used to align teaching, learning, and assessment within competency-based athletic therapy programs in Canada.

PATHWAY TO PETROLEUM—EASING SKILL SHORTAGES THROUGH AN INDUSTRY INDUCTION PROGRAM

2006 ◽  
Vol 46 (1) ◽  
pp. 587
Author(s):  
S. Starling ◽  
D. Sanders ◽  
R. Kemp ◽  
N. Haywood
Keyword(s):  
Oil And Gas ◽  
Petroleum Industry ◽  
Aging Workforce ◽  
National Network ◽  
Safety Standards ◽  
Entry Level ◽  
Induction Program ◽  
Hands On ◽  
Competency Based ◽  
Skills Shortages

To provide a pathway to employment, petroleum industry employers are sponsoring a standard induction program, delivered through a national network of training centres, which will be recognised as a passport for workers to gain access to oil and gas facilities.The Australian upstream petroleum industry faces many staffing challenges including: difficulties recruiting staff for new developments, competition from overseas projects for construction contractors, and the imminent retirement of an aging workforce. This growing employment demand and limited labour supply has created a strong competitive recruitment market that is characterised by skills shortages. Consequently, the industry is having to recruit workers from non-traditional labour pools and engage contractors whose workforce has limited oil and gas experience. Many of these workers are not familiar with petroleum industry processes, safety procedures, or environmental hazards.APPEA is supporting the development of the Induction Program to raise awareness and commence acquisition of these petroleum industry competencies; to facilitate wider staff recruitment; to up-skill contractors’ workforces; and, reduce repeated induction training while ensuring safety standards are maintained. The Induction Program will establish a qualification underpinned by a competency- based approach that is recognised as the minimum standard of entry level training for all workers in upstream petroleum workplaces. The Induction Program will be delivered through a national network of purpose-built Induction Centres designed to provide practical hands-on training in a simulated workplace environment.

The Future of RT/TR Education: Results from the ATRA Higher Education Task Force Study

2020 ◽  
Vol 54 (4) ◽  
Author(s):  
Patricia Craig ◽  
Brent Hawkins ◽  
Lynn Anderson ◽  
Candy Ashton-Forrester ◽  
Marcia Carter
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Task Force ◽  
The United States ◽  
Therapeutic Recreation ◽  
Bachelor's Degree ◽  
Second Phase ◽  
Recreational Therapy ◽  
Student Groups ◽  
Entry Level

In 2016, the American Therapeutic Recreation Association (ATRA) Board of Directors created a task force within its Higher Education Committee to study the educational requirements for entry-level education in recreational therapy/therapeutic recreation (RT/TR) and make recommendations to the Board. From 2016-2018, the task force planned and implemented a multiphase mixed methods study with approximately 2,000 RT/ TR practitioners, educators, students, and credentialing and accrediting bodies from across the United States and Canada. During the first phase of the study, in-person focus groups were completed with 25 practitioner groups (N=257), 10 educator groups (N=49), and 17 student groups (N=222) at 19 state and regional conferences and meetings, as well as during four online focus groups using the Zoom videoconferencing platform. Interviews were conducted with board members of six RT/TR credentialing and accrediting bodies. During the second phase of the study, online surveys were completed by RT/TR practitioners (N=1,663), educators (N=141), and students (N=483). The central finding suggests the most current and pressing need in higher education is to improve the quality and consistency of the bachelor’s degree in RT/TR. Five mixed-method results supporting the central finding are presented, and data-driven recommendations to improve professional preparation in RT/TR are discussed.

A Competency Based Assessment Approach to Training and Job Performance in the Field of Chemical Dependency

1979 ◽  
Vol 9 (3) ◽  
pp. 209-215
Author(s):  
Dennis A. Armstrong ◽  
Howard M. Ottenheimer
Keyword(s):  
Drug Abuse ◽  
Job Performance ◽  
Bachelor's Degree ◽  
Assessment Process ◽  
Educational Model ◽  
Knowledge And Skills ◽  
Competency Based Education ◽  
Assessment Approach ◽  
Competency Based ◽  
Alcohol And Drug Abuse

Competency based education is an innovative educational model which can be utilized for training and evaluating alcohol and drug abuse personnel. Basic to this approach is a process of identification and measurement of knowledge and skills associated with the tasks performed by practitioners in the field. An identification and assessment process is described in this paper in reference to the development and implementation of a competency based bachelor's degree program for students majoring in alcohol and drug abuse related areas. Additional applications of a competency based model in areas of licensing, accreditation, funding and evaluation is also suggested.

scholarly journals Introduction to Landscape Design as Continuing Education for Master Gardeners

HortScience ◽  
2006 ◽  
Vol 41 (4) ◽  
pp. 968B-968
Author(s):  
Kerrie B. Badertscher
Keyword(s):  
Continuing Education ◽  
Rocky Mountain ◽  
Landscape Design ◽  
State University ◽  
Second Career ◽  
Master Gardener ◽  
Colorado State University ◽  
Entry Level ◽  
Mountain Landscape ◽  
Green Industry

Colorado currently has no licensure program for landscaping and many people applying to the Colorado Master Gardener program have indicated a desire to seek entry-level training in order to determine if a second career in horticulture is feasible. Alternatively, some each year who complete this basic training go on into the Green Industry either in basic design and/or maintenance. Colorado State University Cooperative Extension came together with Associated Landscape Contractors of Colorado and the Colorado Nursery Association (now CNGA) to create the Rocky Mountain Landscape Design Guide. The purpose of this publication was to inform the general consumer about the landscape design process. A review will be given using this publication with concurrent laboratory activities to Master Gardeners as a continuing education piece.

scholarly journals Nursing Home Social Services Directors Caring for Residents With Serious Mental Illness

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 117-117
Author(s):  
Denise Gammonley ◽  
Xiaochuan Wang ◽  
Kelsey Simons ◽  
Kevin Smith ◽  
Mercedes Bern-Klug
Keyword(s):  
Mental Illness ◽  
Nursing Home ◽  
Social Services ◽  
Serious Mental Illness ◽  
Social Service ◽  
Psychosocial Care ◽  
Bachelor's Degree ◽  
Care Planning ◽  
Careful Attention ◽  
Care Plans

Abstract Psychosocial care for residents with serious mental illness (SMI) requires understanding of co-morbidities and careful attention to needs, rights, and preferences. Analyses of social services directors (SSDs) responses (n=924) to the National Nursing Home Social Service Director Survey considered perceived roles and competence to provide care stratified by the percentage of NH residents with SMI. Depression screenings and biopsychosocial assessments were common roles regardless of the percentage of residents with SMI. About one-quarter lacked confidence to train colleagues in recognizing distinctions between depression, delirium and depression (23.4% unable) or to develop care plans for residents with SMI (26% unable). A bachelor’s degree (OR=0.64, 95% CI:0.43, 0.97) or less (OR= 0.47, 95% CI:0.25, 0.89) was associated with less perceived competence in care planning compared to those with a master’s degree. SSDs reported less involvement in referrals or interventions for resident aggression in homes with a high proportion of residents with SMI.

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