Examining the Impact of a Nursing Course Redesign on Student Outcomes, Faculty Workload, and Costs

Aim/Purpose: The dynamic nature of the information systems (IS) field presents educators with the perpetual challenge of keeping course offerings current and relevant. This paper describes the process at a College of Business (COB) to redesign the introductory IS course to better prepare students for advanced business classes and equip them with interdisciplinary knowledge and skills demanded in today’s workplace. Background: The course was previously in the Computer Science (CSC) Department, itself within the COB. However, an administrative restructuring resulted in the CSC department’s removal from the COB and left the core course in limbo. Methodology: This paper presents a case study using focus groups with students, faculty, and advisory council members to assess the value of the traditional introductory course. A survey was distributed to students after implementation of the newly developed course to assess the reception of the course. Contribution: This paper provides an outline of the decision-making process leading to the course redesign of the introductory IS course, including the context and the process of a new course development. Practical suggestions for implementing and teaching an introductory IS course in a business school are given. Findings: Focus group assessment revealed that stakeholders rated the existing introductory IS course of minimal value as students progressed through the COB program, and even less upon entering the workforce. The findings indicated a complete overhaul of the course was required. Recommendations for Practitioners: The subject of technology sometimes requires more than a simple update to the curriculum. When signs point to the need for a complete overhaul, this paper gives practical guidance supplemented with relevant literature for other academicians to follow. Recommendation for Researchers: Students are faced with increasing pressure to be proficient with the latest technology, in both the classroom where educators are trying to prepare them for the modern workplace, as well as the organization which faces an even greater pressure to leverage the latest technology. The newly designed introductory IS course provides students, and eventually organizations, a better measure of this proficiency. Future Research: Future research on the efficacy of this new course design should include longitudinal data to determine the impact on graduates, and eventually the assessment of those graduates’ performance in the workplace.

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Three Essays on Adverse Events and Student Outcomes

10.26686/wgtn.17151098 ◽

2021 ◽

Author(s):

◽

Olivia Wills

Keyword(s):

High School ◽

High School Students ◽

Adverse Events ◽

Administrative Data ◽

Degree Completion ◽

Student Outcomes ◽

Fixed Effects ◽

Hospital Admissions ◽

The Impact ◽

Low Ability

<p>This dissertation contains three essays on the impact of unexpected adverse events on student outcomes. All three attempt to identify causal inference using plausibly exogenous shocks and econometric tools, applied to rich administrative data. In Chapter 2, I present evidence of the causal effects of the 2011 Christchurch earthquake on tertiary enrolment and completion. Using the shock of the 2011 earthquake on high school students in the Canterbury region, I estimate the effect of the earthquake on a range of outcomes including tertiary enrolment, degree completion and wages. I find the earthquake causes a substantial increase in tertiary enrolment, particularly for low ability high school leavers from damaged schools. However, I find no evidence that low ability students induced by the earthquake complete a degree on time. In Chapter 3, I identify the impact of repeat disaster exposure on university performance, by comparing outcomes for students who experience their first earthquake while in university, to outcomes for students with prior earthquake exposure. Using a triple-differences estimation strategy with individual-by-year fixed effects, I identify a precise null effect, suggesting that previous experience of earthquakes is not predictive of response to an additional shock two years later. The final chapter investigates the impact of injuries sustained in university on academic performance and wages, using administrative data including no-fault insurance claims, emergency department attendance and hospital admissions, linked with tertiary enrolment. I find injuries, including minor injuries, have a negative effect on re-enrolment, degree completion and grades in university.</p>

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The Impact of the earlySTEM Program on Teacher and Student Outcomes: The Role of Teachers’ Involvement in the Program Development

International Journal of Education in Mathematics Science and Technology ◽

10.46328/ijemst.1279 ◽

2021 ◽

Vol 9 (3) ◽

pp. 371-405

Author(s):

Zerrin Doganca Kucuk ◽

Defne Yabas ◽

Hayriye Sinem Boyaci ◽

Mehmet Sencer Corlu

Keyword(s):

Program Development ◽

Student Outcomes ◽

Development Process ◽

National Curriculum ◽

Cognitive Outcomes ◽

Professional Outcomes ◽

Different Types ◽

The Impact ◽

Academic Year

This research aimed to investigate and compare teachers’ conceptualizations of their students’ and their own outcomes of our earlySTEM program at the K4 level in two distinct roles: practitioners only and practitioners and program developers jointly. The study group included 66 teachers, 26 of whom had actively contributed to the development of the earlySTEM program. Teachers in both roles were supported by teacher guides, student books and workshops throughout the 8-month long academic year. Data was collected at the end of the academic year through an open-ended survey. The program developer teachers identified more student outcomes under more diverse categories while the practitioner teachers mainly concentrated on cognitive outcomes and limited their conceptualizations to the national curriculum. In addition, the program developer teachers valued their involvement in the program development process and expressed more diverse professional outcomes referring to different types of teacher knowledge.

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School leadership preparation and development in Kenya

International Journal of Educational Management ◽

10.1108/ijem-10-2013-0158 ◽

2015 ◽

Vol 29 (3) ◽

pp. 355-367 ◽

Cited By ~ 5

Author(s):

Gladys Asuga ◽

Scott Eacott ◽

Jill Scevak

Keyword(s):

Leadership Development ◽

School Leadership ◽

Return On Investment ◽

Student Outcomes ◽

Leadership Preparation ◽

Content Type ◽

International Trends ◽

School Leadership Development ◽

The Impact ◽

Current Provision

Purpose – The purpose of this paper is to evaluate the quality of the current provision for school leadership in Kenya, the extent to which they have an impact on student outcomes and the return on school leadership preparation and development investment. Design/methodology/approach – The paper draws from educational leadership, management and administration courses delivered by universities and other institutions to aspiring and practising educational leaders in Kenya. It employs a method for evaluating return on leadership development investment first articulated by Eacott (2013). Findings – While there is growth in provision, consistent with international trends, this provision is more recognised for its standardisation than points of distinction; there is minimal attention to identified dimensions of leadership leading to higher student outcomes which raises questions regarding the universality of school leadership preparation and development curriculum; and the high course costs of current provision is an inhibiting factor in assessing the return on investment in school leadership preparation and development. Research limitations/implications – The study was limited to publicly available documents from a limited sample of institutions. There is a need for more studies in the area. Practical implications – Institutions seeking to offer school leadership development have grounds on which to make decision about what programs their school leaders should undertake in terms of cost and quality. The study provides institution offering school leadership development courses evidence on which to base future policy direction. Social implications – The findings provide a case for investing in school leadership development given the impact courses may have on student outcomes. Originality/value – The paper provides a comprehensive overview of the current provision on school leadership preparation and development in Kenya. It contributes to its understanding in Africa in terms of quality, performance impact and return on investment.

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Cooperative Learning in Industrial-sized Biology Classes

CBE—Life Sciences Education ◽

10.1187/cbe.06-11-0200 ◽

2007 ◽

Vol 6 (2) ◽

pp. 163-171 ◽

Cited By ~ 33

Author(s):

Norris Armstrong ◽

Shu-Mei Chang ◽

Marguerite Brickman

Keyword(s):

Student Achievement ◽

Cooperative Learning ◽

Student Outcomes ◽

Learning Activities ◽

Introductory Biology ◽

Traditional Lecture ◽

Large Classes ◽

Course Material ◽

Large Enrollment ◽

The Impact

This study examined the impact of cooperative learning activities on student achievement and attitudes in large-enrollment (>250) introductory biology classes. We found that students taught using a cooperative learning approach showed greater improvement in their knowledge of course material compared with students taught using a traditional lecture format. In addition, students viewed cooperative learning activities highly favorably. These findings suggest that encouraging students to work in small groups and improving feedback between the instructor and the students can help to improve student outcomes even in very large classes. These results should be viewed cautiously, however, until this experiment can be replicated with additional faculty. Strategies for potentially improving the impact of cooperative learning on student achievement in large courses are discussed.

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Student Nurses' Perception on the Impact of Information Technology on Teaching and Learning

Nursing Education, Administration, and Informatics ◽

10.4018/978-1-5225-5490-5.ch004 ◽

2018 ◽

pp. 53-66

Author(s):

Nahed Kandeel ◽

Youssreya Ibrahim

Keyword(s):

Information Technology ◽

Critical Care ◽

Nursing Students ◽

Teaching And Learning ◽

Student Nurses ◽

Critical Care Nursing ◽

Nurses Perceptions ◽

The Impact ◽

Nursing Course ◽

Care Nursing

This paper investigates student nurses' perceptions of the impact of using information technology (IT) on teaching and learning critical care nursing. This study was conducted at the Faculty of Nursing, Mansoura University, Egypt. The sample included 163 of fourth year Bachelor of Nursing students enrolled in a critical care nursing course during the first semester of the academic year 2007-2008. The data was collected using a questionnaire sheet that gathered information about student nurses' IT skills and use, perception of the access to and use of IT at Faculty of Nursing, perception of the impact of using IT on teaching and perception, and on the impact of using IT on learning the critical care nursing course. The findings indicate that nursing students had a positive perception on the impact of using IT on teaching and learning the critical care nursing course. Students wanted access to IT at the Faculty, and expressed their need for more training on using Internet and Microsoft PowerPoint, and for IT resources in classrooms.

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