Board 134: FOUNDATIONS – Integrating Evidence-based Teaching and Learning Practices into the Core Engineering Curriculum

2020 ◽  
Author(s):  
Keith Sheppard ◽  
Gail Baxter ◽  
Frank Fisher ◽  
Susan Lowes ◽  
Patricia Holahan ◽  
...  
2020 ◽  
Author(s):  
Gail Baxter ◽  
Frank Fisher ◽  
Patricia Holahan ◽  
Keith Sheppard ◽  
Susan Lowes ◽  
...  

Open Praxis ◽  
2017 ◽  
Vol 9 (2) ◽  
pp. 125 ◽  
Author(s):  
Michael Paskevicius

The act of instruction may be conceptualized as consisting of four elements: learning outcomes, learning resources, teaching and learning activities, and assessments and evaluation. For instructors in higher education, the way they manage the relationships between these elements is what could be considered the core of their instructional practice. For each of the elements, this paper seeks to identify open educational practices, their affordances, and evidence of their utility in supporting the work of teachers in shifting from existing teaching and learning practices to more open educational practices. The literature reviewed and model proposed may provide educational developers or proponents of open education a lens with which to discuss open educational practices with faculty specifically related to their teaching and learning design practices.


2019 ◽  
Vol 57 (1) ◽  
pp. 148-187 ◽  
Author(s):  
Jennifer Lin Russell ◽  
Richard Correnti ◽  
Mary Kay Stein ◽  
Victoria Bill ◽  
Maggie Hannan ◽  
...  

Attempts to scale up instructional interventions confront implementation challenges that mitigate their ultimate impact on teaching and learning. In this article, we argue that learning about adaptation during the design and implementation phases of reform is critical to the development of interventions that can be implemented with integrity at scale. Through analysis of data generated during a mathematics instructional coaching initiative, we examine the adaptations coaches made to diverse relational and organizational contexts. Findings from two studies of adaptation illustrate the need to attend to the extent to which adaptations are consistent with the core features of a reform. Based on our findings, we posit a generalizable model that supports evidence-based mutual adaptation.


2021 ◽  
Author(s):  
Catherine Davies ◽  
Kristen Syrett ◽  
Lucy Taylor ◽  
Samantha Wilkes ◽  
Cecilia Zuniga-Montanez

Adjectives are a powerful tool for enriching vocabulary and developing conceptual understanding. In primary classrooms, across core and foundation subjects, children are expected to describe, measure, classify, and compare objects and events - all processes that require a mastery of adjective meanings and use. While teachers are trained in vocabulary learning, they are less likely to be familiar with the psychological processes by which children learn adjectives. To address this gap, we provide an accessible primer of relevant research findings on adjective development, with guidance on how they can be used to enhance current teaching and learning practices across subjects at Key Stage 1. As an author team with linguistic, psychological, and pedagogical expertise, we synthesise research from across these disciplines to provide an evidence-based, practical guide for practitioners supporting 5-7 year-old children.


Author(s):  
Matthew West ◽  
Mariana Silva Sohn ◽  
Geoffrey L. Herman

As part of a broader effort to promote the sustainable adoption of evidence-based pedagogies at our institution, the three-course sequence consisting of Introductory Statics, Introductory Dynamics, and Introductory Solid Mechanics has been redesigned to (1) improve students’ low engagement and enthusiasm, (2) improve instructors’ experience and reduce their high workload, and (3) maintain and elevate the current standards for content. These three courses are the core second-year mechanics classes in our engineering curriculum, serving approximately 2500 students per year from seven engineering departments. To promote sustainability of the reforms, the courses were redesigned through a Community of Practice (CoP), consisting of faculty who collaborated closely to design and implement changes and who developed communal knowledge of the reforms. Evaluation of reforms focused on student satisfaction as expressed through surveys and focus groups.


2020 ◽  
Author(s):  
Qatrin Nada Sanya Rossevin

Curriculum administration is the whole process of planned and intentional and deliberate activities as well as ongoing guidance to the teaching and learning situation in order to help the achievement of educational goals effectively and efficiently.In this connection, at any school level the principal task of the school is to ensure that there are good teaching programs for students. Because basically the management or management of education focuses on all its efforts on teaching and learning practices (PBM). This seems clear that in essence all efforts and activities carried out in schools or educational institutions are always directed at the success of PBM.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
N. Hasselberg ◽  
K. H. Holgersen ◽  
G. M. Uverud ◽  
J. Siqveland ◽  
B. Lloyd-Evans ◽  
...  

Abstract Background Crisis resolution teams (CRTs) are specialized multidisciplinary teams intended to provide assessment and short-term outpatient or home treatment as an alternative to hospital admission for people experiencing a mental health crisis. In Norway, CRTs have been established within mental health services throughout the country, but their fidelity to an evidence-based model for CRTs has been unknown. Methods We assessed fidelity to the evidence-based CRT model for 28 CRTs, using the CORE Crisis Resolution Team Fidelity Scale Version 2, a tool developed and first applied in the UK to measure adherence to a model of optimal CRT practice. The assessments were completed by evaluation teams based on written information, interviews, and review of patient records during a one-day visit with each CRT. Results The fidelity scale was applicable for assessing fidelity of Norwegian CRTs to the CRT model. On a scale 1 to 5, the mean fidelity score was low (2.75) and with a moderate variation of fidelity across the teams. The CRTs had highest scores on the content and delivery of care subscale, and lowest on the location and timing of care subscale. Scores were high on items measuring comprehensive assessment, psychological interventions, visit length, service users’ choice of location, and of type of support. However, scores were low on opening hours, gatekeeping acute psychiatric beds, facilitating early hospital discharge, intensity of contact, providing medication, and providing practical support. Conclusions The CORE CRT Fidelity Scale was applicable and relevant to assessment of Norwegian CRTs and may be used to guide further development in clinical practice and research. Lower fidelity and differences in fidelity patterns compared to the UK teams may indicate that Norwegian teams are more focused on early interventions to a broader patient group and less on avoiding acute inpatient admissions for patients with severe mental illness.


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