scholarly journals Flipped Classroom and Emotional Learning in an Engineering Leadership Development Course

2020 ◽  
Author(s):  
Dean Lang ◽  
Meg Handley ◽  
Andrew Erdman
Keyword(s):  
Leadership Development ◽  
Flipped Classroom ◽  
Emotional Learning ◽  
Development Course

Leadership Development in Technology Education

2012 ◽  
Vol 2 (1) ◽  
pp. 86-98
Author(s):  
Mohammed Lahkim ◽  
Anrieta Draganova
Keyword(s):  
Information Technology ◽  
Leadership Development ◽  
Undergraduate Students ◽  
Quantitative Method ◽  
Leadership Skills ◽  
Learning Method ◽  
Job Market ◽  
Leadership Model ◽  
The Impact ◽  
Development Course

This research aims to create a methodology for the integration of leadership development in teaching Information Technology (IT) courses by using the Problem Based Learning method (PBL). The research objective was pursued through a review of important current and future leadership skills that IT students need to develop in order to meet IT job market challenges. A conceptual leadership model was developed. This research then investigated the alignment of this conceptual model with the skills requirements of the IT job market and the impact of employing the PBL approach. This study used a quantitative method of survey that was completed by undergraduate students enrolled in an IT web development course. Findings indicated that the use of PBL is an integral part of the process of daily leadership development in teaching IT courses. Students’ perceptions were studied and positive views were recorded.

scholarly journals Effectiveness of a Leadership Development Course for Chief Residents: A Longitudinal Evaluation

2020 ◽  
Vol 12 (2) ◽  
pp. 193-202
Author(s):  
Sultana Mustafa ◽  
James K. Stoller ◽  
S. Beth Bierer ◽  
Carol F. Farver
Keyword(s):  
Leadership Development ◽  
Self Regulation ◽  
Chief Resident ◽  
Team Leadership ◽  
Medium Effect ◽  
Self Awareness ◽  
Intermediate Outcomes ◽  
Before And After ◽  
Development Course

ABSTRACT Background Nonclinical skills (eg, self-regulation, team leadership, conflict resolution) are essential for success as a chief resident (CR). The literature on programs teaching these skills reports few if any effectiveness outcomes. Objective We reported the outcomes of a leadership course for CRs using participants' self-reported outcomes and assessments from their program directors (PDs). Methods A 2-day curriculum focused on emotional intelligence competencies, including self-awareness, self-management, social awareness, and relationship management. We used a logic model to align 2017–2018 curriculum with targeted outcomes. Questionnaires before and after the course assessed short-term and intermediate outcomes for the participants and PD interviews evaluated observed changes in CRs' performance attributable to the course. Results A total of 74 residents participated in the course, and 65% and 59% responded to the post-course and follow-up questionnaires, respectively. Over 95% of respondents indicated developing leadership knowledge and skills and connecting with new CRs in the post-course questionnaire. During follow-up, CRs reported applying concepts learned during chief residency, using tools to address conflict, engaging in quality and patient safety projects, and continuing to interact with other participants. The relationships between reported outcomes and participants' gender/prior leadership training were not significant (P > .05), with small to medium effect sizes (0.01–0.32). All 14 PDs offered positive appraisal of the CRs, but we could not specifically attribute this growth to the course. Conclusions Participation in this CR leadership development course was associated with enhancement and application of leadership competencies in immediate and intermediate time frames.

scholarly journals Effects of the Gamification Supported Flipped Classroom Model on the Attitudes and Opinions Regarding Game-Coding Education

2018 ◽  
Vol 13 (01) ◽  
pp. 109 ◽  
Author(s):  
Hasan Huseyin Özer ◽  
Sezer Kanbul ◽  
Fezile Ozdamli
Keyword(s):  
Qualitative Methods ◽  
Teacher Candidates ◽  
Flipped Classroom ◽  
Structured Interview ◽  
Project Development ◽  
Post Test ◽  
Flipped Classrooms ◽  
Development Course ◽  
Quantitative And Qualitative Methods ◽  
Qualitative Dimension

The aim of this study is to determine the opinions of teacher candidate students about applications and effects of attitudes for coding by making Project Development course with gamification supported flipped classroom during coding period. Quantitative and qualitative methods were used together in this study which aims to determine the attitudes and opinions of students about coding in gamification supported flipped classrooms for 14 weeks. In the qualitative dimension of the study, pre-test and post-test were applied as attitude measure for students about the coding. Whereas in quantitative dimension, semi-structured interview forms and interviews were held in order to obtain information in more details. This study was held with 35 classroom students who take Project Development course in Computer and Instruction Technology Teaching Departments at the Near East University of whom 3 were female and 32 were males. Results show that; the vast majority of teacher candidates have been satisfied with the activities through the approach of gamification supported flipped classroom as well as the increase in their motivation and in-class competition. Keywords—gamification, flipped classroom, game, coding, attitudes

scholarly journals A Study of Alumni of the 'Leveraging Leadership for a Lifetime' Leadership Development Course

2021 ◽  
Author(s):  
Ronald Bennett ◽  
Eugene Audette ◽  
Elaine Millam ◽  
Alanna Moravetz ◽  
Sheryl Niebuhr
Keyword(s):  
Leadership Development ◽  
Development Course

scholarly journals Creating a Rising Tide: Improving Social and Emotional Learning Across California

2020 ◽  
Vol 15 (1) ◽  
pp. 165-179 ◽  
Author(s):  
Femi Vance ◽  
Rebecca Goldberg
Keyword(s):  
Leadership Development ◽  
Emotional Development ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Lessons Learned ◽  
Learning System ◽  
State Agency ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Expanded Learning

Given the recent emphasis on social and emotional development, many professionals who manage, develop, or influence expanded learning systems are beginning to ask, “How do we better prepare staff to promote social and emotional development?” California has adopted a statewide professional development strategy for publicly-funded expanded learning programs that is designed to raise awareness of the importance of social and emotional learning (SEL) among practitioners and build tools for the field to support implementation. The strategy—led by a partnership among a state agency, expanded learning intermediaries, and funders—combines leadership development, field-building initiatives, and program-level supports. It also complements the current expanded learning system. In this article, we describe the statewide strategy and discuss how it addresses workforce challenges, the core levers that California used to develop the strategy, and why and how the state-level leadership prioritized social and emotional learning. We conclude the article with lessons learned about collaboration, implementation, and assessing impact. 

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