scholarly journals Use Of Outcome Measures To Modernize Curricula

2005 ◽  
Vol 2 (9) ◽  
Author(s):  
J. Patrick McLaughlin ◽  
Jason White
Keyword(s):  
Higher Education ◽  
Outcome Measures ◽  
Real World ◽  
Outcomes Assessment ◽  
State University ◽  
The Real ◽  
Course Content ◽  
Outcome Measurements ◽  
Major Player

In the current environment in higher education of trying to substantiate and justify that you are doing a great job as a department educating your students to be prepared for the “real world”, outcomes assessment is a major player.  But as many departments have found, “once you have received the feedback, now what do you do with it?”  Our paper will discuss how some of the outcome measurements that we use at Northwest Missouri State University in the Finance discipline become our decision drivers in course content and curricular reformation.

Building a Better Prelims

2016 ◽  
Vol 60 (1) ◽  
pp. 366-369
Author(s):  
Anne Collins McLaughlin
Keyword(s):  
North Carolina ◽  
Human Factors ◽  
Real World ◽  
Teaching Skills ◽  
State University ◽  
The Real ◽  
North Carolina State University ◽  
Research And Teaching ◽  
Pedagogical Goals

During the fall of 2015, the Human Factors and Applied Cognition Area at North Carolina State University entirely revised the preliminary exam for Ph.D. candidacy to match human factors pedagogical goals and the real-world needs of the students. Emphasis in the new preliminary exam is on transparency, objectivity, and productivity, particularly the re-use of materials. The new exam assesses depth and breadth of knowledge, requires demonstration of research and teaching skills, and is preparation for work in either academia or industry. The following paper details the process and products relating to the new “portfolio” preliminary exam.

Professional School Faculty in Higher Education: Where the Ivory Tower meets the Real World

2016 ◽  
Vol 2016 (1) ◽  
pp. 13821
Author(s):  
David J. Finch ◽  
Loren Falkenberg ◽  
Patricia Genoe McLaren ◽  
Kent Rondeau ◽  
Norman O'Reilly
Keyword(s):  
Higher Education ◽  
Real World ◽  
Professional School ◽  
Ivory Tower ◽  
The Real ◽  
School Faculty

Statistics in the Classroom: Written Projects Portraying Real-World Situations

1992 ◽  
Vol 85 (4) ◽  
pp. 310-313
Author(s):  
Jonita Sommers
Keyword(s):  
Higher Education ◽  
High School ◽  
Real World ◽  
Oil Fields ◽  
Eighth Grade ◽  
The Real ◽  
The Past ◽  
Mathematics Class ◽  
Out Of School

“Why do I have to do this math? This is not something I need to know. I will not use it when I get out of school!” exclaimed Jesse and some of his classmates. Have you ever heard these comments? In the past, my students were learning the concepts, hut they were not associating the importance of mathematics and its uses in the real world. This year, I have tried to show the students in my eighth-grade mathematics class how mathematics will apply to their lives, whether they work on a ranch, work in the oil fields, or get a higher education after high school.

Music Education’s Hero Collective: More Like the Justice League Than Superman

2017 ◽  
Vol 2 (Volume 2, Issue 2: Winter 2017) ◽  
pp. 88-94
Author(s):  
Clint Randles
Keyword(s):  
Higher Education ◽  
Curriculum Development ◽  
Music Education ◽  
Real World ◽  
Creative Process ◽  
Change Process ◽  
Hero's Journey ◽  
The Real ◽  
K 12

This article is the author’s autoethnographic exploration of change in music education (Randles, 2013, 2015a) as illustrative of a hero collective, a term used here to represent a sociocultural explanation of Campbell’s hero’s journey as outlined in The Hero with a Thousand Faces (2008). The hero collective is a term that is inclusive of all individuals working in the field of music education who would like to see much more diversity in offerings and modes of musicianship represented in the curriculum of primary and secondary (K-12), as well as higher education music. Tensions involved in this pursuit are presented as part of the separation-initiation-return cycle of Campbell’s hero’s journey as expressed specifically by Vogler (2007). The hero collective is proposed to be a more realistic explanation of how to conceptualize the hero’s journey, given the current discourse in the creativity literature around sociocultural as opposed to purely individualized notions of creativity (Sawyer, 2012). The author makes the case, in line with previous work, that curriculum development is a creative process, and that the hero’s journey might be used as one way of conceptualizing what the change process might look like in the real world.

scholarly journals Contemplative and Transformative Learning for Character Development in Islamic Higher Education

ULUMUNA ◽  
2020 ◽  
Vol 24 (1) ◽  
pp. 1-23
Author(s):  
Ade Alimah
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Character Education ◽  
Real World ◽  
Crime Rate ◽  
Character Development ◽  
Higher Education Institutions ◽  
Moral Issues ◽  
The Real ◽  
Contemporary World

 Islamic higher education is supposed to develop Indonesians' characters due to its focus on teaching Islam. Moreover, the number of Islamic higher education institutions is vast, reaching 777. Indeed, their contribution to the character development of Indonesians may be significant. However, occurring religious-based prejudices and conflicts, as well as a high index of corruption, show the paradoxes and challenges of Islamic higher education. Although there has been no research demonstrating a statistically significant correlation between Islamic teaching and crime rate or moral issues, educators in Islamic higher education institutions should reflect on what should be done to enhance their leverage on character education. In this paper, two concepts of contemplative learning and transformative learning are discussed to find feasible ways of teaching Islam in the challenging contemporary world. Contemplative and transformative learning in character development requires educators to implement mindfulness and connectedness through integrating all entities of learners' cognition, emotion, intuition, and body, interrelating multi-disciplines, and connecting learning to the real world.

scholarly journals Series: Pragmatic trials and real world evidence: Paper 6. Outcome measures in the real world

2017 ◽  
Vol 90 ◽  
pp. 99-107 ◽  
Author(s):  
Paco M. Welsing ◽  
Katrien Oude Rengerink ◽  
Sue Collier ◽  
Laurent Eckert ◽  
Maarten van Smeden ◽  
...  
Keyword(s):  
Outcome Measures ◽  
Real World ◽  
Pragmatic Trials ◽  
The Real ◽  
Real World Evidence

Learning and Knowing

2016 ◽  
pp. 161-173
Author(s):  
Roopa Nandi ◽  
David Simm
Keyword(s):  
Higher Education ◽  
Real World ◽  
Clear Distinction ◽  
Transfer Of Knowledge ◽  
The Real ◽  
Simulated Environment ◽  
Construct Meaning ◽  
Instructional Messages

This chapter aims to establish a clear distinction between learning and knowing. The chapter states that, in higher education learning, facilitates transfer of knowledge and builds the proposition that in higher education, learning essentially takes place when students construct meaning from various instructional messages. The authors build the discussion using literature and illustrate the argument using two cases to substantiate how learning and knowing are two different aspects. They argue that learning and knowing cannot be used interchangeably. The aim of higher education is to prepare students for the real world and the classroom is the simulated environment where students collaborate and learning facilitates transfer of knowledge.

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