Importance of Applied Experiences

2020 ◽  
pp. 57-77
Author(s):  
Janet L. Kottke ◽  
Kenneth S. Shultz ◽  
Michael G. Aamodt
Keyword(s):  
Student Learning ◽  
Training Program ◽  
Program Development ◽  
Job Analysis ◽  
Structured Interview ◽  
Master's Programs ◽  
Final Exam ◽  
Faculty Preparation ◽  
Coaching Session ◽  
Performance Coaching

This chapter provides an overview of opportunities for applied experiences that can be offered to students in industrial-organizational master’s programs. The authors discuss course projects (job analysis, training program development and delivery, structured interview development, and salary surveys), simulations (interview or performance coaching session as final exam), practica, and internships. Faculty preparation, community partnerships, and student readiness as factors in implementation are addressed. Throughout, examples and recommendations are presented on how best to incorporate these kinds of experiential assignments into industrial-organizational master’s programs. The chapter concludes with a summary of the data-based evidence for student learning that comes from these kinds of experiences.

HUBUNGAN DISIPLIN MAHASISWA DAN FASILITAS KAMPUS DENGAN PRESTASI MAHASISWA

2018 ◽  
Vol 15 (1) ◽  
pp. 99
Author(s):  
Didi C. Chalil
Keyword(s):  
Student Achievement ◽  
Student Learning ◽  
Key Words ◽  
Learning Process ◽  
Difficulty Level ◽  
Motivation To Learn ◽  
Classroom Learning ◽  
Final Exam ◽  
Lecture Material ◽  
A Value

One indicator of the success ofeducation in the level of classroom learning is when a lecturer is able to build student learning achievement and will be more successful if this achievement can be increased if their attendance is above 80% (minimum 10 times attendance from 12 meetings). If the students can be grown discipline and provided a decent campus facilities, then as difficult as any lecture material or learning process that followed by they undoubtedly will live with feelings of joy, even they will feel sad if that day lecturer could not come because there is a need outside campus.There are four stages of appraisal that apply to each student for each course taken include (1) attendance of 10% (2) Task 20% (3) 30% Semester Exam (UTS) and (4) Final Exam Semester. (UAS) 40%. The writer as a lecturer tries to cultivate motivation to learn from the beginning, in addition to always communicate actively with students who follow the lecture also monitor attendance and assignment, each completed college is always given the practice / tasks are directly given the value, usually given the task quite easily so they can get a value of 100, even if there is a miscalculation, they are still given the opportunity to fix the error so that eventually get a value of 100. With the value of this 100, their motivation to grow and even grow in such a way that spur them to diligent lectures.The difficulty level of the task is balanced with the lecture, the longer it is raised so as to reach the maximum average level of student ability at the end of the lecture meeting...This research reveals that there is no a significant correlation between student achievement to discipline presence of student/mahasiswa with campus facilities. The analyzing was taken from an answer of 55 students who were randomly selected as respondents by filling out the Questionaire that was distributed to them. Key words : achievement, attendance, discipline, campus facility

scholarly journals A COMPARATIVE PERSPECTIVE OF TEACHING SKILL ACQUISITION IN PRE-SERVICE PHYSICS TEACHER (PsPT) TRAINING PROGRAM IN CHINA AND NIGERIA

2020 ◽  
Vol 19 (3) ◽  
pp. 356-373
Author(s):  
Blessing F. Komolafe ◽  
Moses O. Ogunniran ◽  
Fen Y. Zhang ◽  
Xu S. Qian
Keyword(s):  
Training Program ◽  
Skill Acquisition ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Structured Interview ◽  
Teaching Skill ◽  
Mixed Method Research ◽  
Physics Teaching ◽  
Physics Teacher ◽  
Psychomotor Domain

Microteaching practice is an important part of Pre-Service Physics Teacher (PsPT) Training Program adopting different approaches to inspire the acquisition of teaching skills by prospective teachers. Using psychomotor domain aspect of revised Bloom’s taxonomy to explore microteaching practice as it relates to physics teaching, this research examined the significant influences of the two approaches (Nigeria and China) identified on the teaching skill of PsPT and suggests the best ways of improving the teaching skill of PsPT through micro-teaching practices. Data were collected using the mixed-method research design of administering descriptive survey questionnaire on final year PsPT while a structured interview question was used to interview the teachers. It was found that the two approaches had significant influences on the teaching skill acquisition of PsPT through microteaching practices with respect to physics as a subject that requires motor skill, and that this can be improved through micro-teaching by a combination of theory with practice. Also, physics teacher educators need to focus on developing PsPTs’ psychomotor domain in line with time reform in microteaching practices to accommodate more time for PsPTs’ to master the subject concept of physics as a psycho motive subject. Keywords: micro-teaching practices, pre-service physics teacher, teaching skill acquisition, training program.

scholarly journals Effect of Implementing a Training Program on the Performance of Primary School Teachers Regarding Disaster Management in Al Malikeyeh - Syria

2019 ◽  
Vol 4 (03) ◽  
Author(s):  
Basem Essa Abozeed ◽  
Zakia Toma Toama ◽  
Amina Ahmad Mohamed ◽  
Alyaa Farouk Abd El-Fattah Ibrahim
Keyword(s):  
Primary School ◽  
Training Program ◽  
Disaster Management ◽  
Primary Schools ◽  
Management Practice ◽  
Structured Interview ◽  
School Teachers ◽  
Primary School Teachers ◽  
Awareness Campaigns

Background: Disasters are a global problem, concern every community and no community is immune from it, schools all over the world suffer from disasters, which affect children health and safety. Teachers play essential roles in child protection so, teachers’ training is very significant for effective school disaster management. The study aimed to evaluate. The effectiveness of implementing a training program on the performance of primary school teachers in Al Malikeyeh regarding disaster management. Methods: Design: Quasi-experimental design. Setting: the current study conducted in six primary schools at Al-Malikeyeh distracts. Sample: 78 school teachers. Tool of the study: Teacher's knowledge and practice about disaster management structured interview questionnaire which contained three parts: part (I): Socioeconomic data, part (II): knowledge of the teachers, part (III): practice of the teachers .Results: about 35.8% of teachers had good knowledge pre program; meanwhile post and follow up the program this percent was increased respectively 87.2 % and79.5%. Also the findings observed that 30.8% of teachers had satisfactory practice, whereas, respectively 84.6% and 76.9 of them gained satisfactory disaster management practice post and follow up the program,. Conclusion: Implementing the training program had statistically significant improvement on knowledge and skills of primary school teachers in Al-Malikyeh regarding disaster management. Recommended: Training programs and workshops about disaster issues should be organized for the school teachers and key teams on regular basis, in addition to, awareness campaigns should be implementing with employing mass and social media technologies.

Preparing for a Career

2021 ◽  
pp. 37-59
Author(s):  
Elizabeth L. Shoenfelt
Keyword(s):  
Project Management ◽  
Technical Writing ◽  
Nonprofit Sector ◽  
Oral Communication ◽  
Job Analysis ◽  
Master's Programs ◽  
Domain Specific ◽  
Government Sector ◽  
The Government ◽  
Business Acumen

This chapter uses survey data from industrial-organizational (I-O) master’s graduates and their employers to identify essential competencies for success as an I-O practitioner. In addition to core I-O knowledge and skills, I-O graduates and their employers rated enabling competencies of oral communication, business acumen and consulting skills, and project management as most critical. Ethics and business/technical writing likewise were highly rated. By work sector, the top competencies identified by graduates were job analysis (in the government sector), data analysis (in the education sector), project management (in the nonprofit sector), and consulting skills (in the private sector and consulting). It is recommended that students seek I-O master’s programs that develop enabling competencies in addition to domain-specific I-O competencies.

Improving Course Coherence & Assessment Rigor: “Understanding by Design” in a Nonmajors Biology Course

2016 ◽  
Vol 78 (6) ◽  
pp. 463-470
Author(s):  
Julie Minbiole
Keyword(s):  
Student Learning ◽  
Liberal Arts ◽  
Final Exam ◽  
Traditional Course ◽  
Understanding By Design ◽  
Course Planning ◽  
Undergraduate Institutions ◽  
Core Concepts ◽  
Course Material ◽  
K 12

Instructors in two- and four-year undergraduate institutions face a variety of challenges in designing and delivering high-quality courses for their students and in creating accurate assessments of student learning. Traditional course planning (a linear, start-to-finish process based on the knowledge and perspective of the instructor) can lead to lack of clarity of learning objectives for students, uncertainty about course priorities for both instructor and students, and poor alignment between course material and assessments. To address these issues, Understanding by Design (UbD), a course-planning protocol widely used in K–12 education, was implemented to redesign a one-semester, nonmajors “Sensation & Perception” course at a four-year liberal arts college. This implementation improved the instructor's understanding of desired student learning outcomes, allowed core concepts and science competencies to be prioritized as recommended by the “Vision and Change” reform initiative, and led to decreased lecture time in favor of greater lab and student-driven discussion time. In addition, this process allowed components of evidence-based reasoning and scientific process to be incorporated authentically into assessments. Despite the increasing rigor of assessments, there was a statistically significant increase in students earning an A or B on the final exam after UbD implementation.

scholarly journals Comparative Reliability of Structured Versus Unstructured Interviews in the Admission Process of a Residency Program

2011 ◽  
Vol 3 (4) ◽  
pp. 517-523 ◽  
Author(s):  
Danielle Blouin ◽  
Andrew G. Day ◽  
Andrey Pavlov
Keyword(s):  
Residency Program ◽  
Variance Components ◽  
Critical Incident ◽  
Selection Process ◽  
Job Analysis ◽  
Structured Interview ◽  
Structured Interviews ◽  
Admission Process ◽  
Resident Selection ◽  
Overall Reliability

Abstract Background Although never directly compared, structured interviews are reported as being more reliable than unstructured interviews. This study compared the reliability of both types of interview when applied to a common pool of applicants for positions in an emergency medicine residency program. Methods In 2008, one structured interview was added to the two unstructured interviews traditionally used in our resident selection process. A formal job analysis using the critical incident technique guided the development of the structured interview tool. This tool consisted of 7 scenarios assessing 4 of the domains deemed essential for success as a resident in this program. The traditional interview tool assessed 5 general criteria. In addition to these criteria, the unstructured panel members were asked to rate each candidate on the same 4 essential domains rated by the structured panel members. All 3 panels interviewed all candidates. Main outcomes were the overall, interitem, and interrater reliabilities, the correlations between interview panels, and the dimensionality of each interview tool. Results Thirty candidates were interviewed. The overall reliability reached 0.43 for the structured interview, and 0.81 and 0.71 for the unstructured interviews. Analyses of the variance components showed a high interrater, low interitem reliability for the structured interview, and a high interrater, high interitem reliability for the unstructured interviews. The summary measures from the 2 unstructured interviews were significantly correlated, but neither was correlated with the structured interview. Only the structured interview was multidimensional. Conclusions A structured interview did not yield a higher overall reliability than both unstructured interviews. The lower reliability is explained by a lower interitem reliability, which in turn is due to the multidimensionality of the interview tool. Both unstructured panels consistently rated a single dimension, even when prompted to assess the 4 specific domains established as essential to succeed in this residency program.

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