scholarly journals Developing a Master of Continuing Education Degree Program: The Way It Was!

2013 ◽  
Vol 21 (2) ◽  
Author(s):  
D. Randy Garrison ◽  
David Kirby
Keyword(s):  
Continuing Education ◽  
Degree Program ◽  
Lessons Learned ◽  
University Of Calgary ◽  
Service Oriented ◽  
Education Degree ◽  
The University ◽  
Political Realities ◽  
The Way

The approval of the Master of Continuing Education degree program at The University of Calgary was the culmination of a five-year project. While the program has many innovative aspects, it is the process of developing and approving a proposal for a professional, course-based program by a faculty perceived to be "service" oriented that is described here. The challenges, political realities, and fortuitous events are chronicled, along with the lessons learned.

scholarly journals Declining Enrolment Sparks Certificate Review: Lessons Learned

2013 ◽  
Vol 23 (2) ◽  
Author(s):  
Susan Hutton
Keyword(s):  
Resource Management ◽  
Human Resource Management ◽  
Continuing Education ◽  
Human Resource ◽  
Review Process ◽  
Resource Constraints ◽  
Lessons Learned ◽  
Post Secondary ◽  
University Of Calgary ◽  
The University

The design of the Human Resource Management Certificate at the University of Calgary was the culmination of a two-year review process. Although the issue of declining enrolment initiated the review, many other issues became apparent. The process of informal and formal investigations that were undertaken are outlined, as are the actions taken. The challenges of resource constraints, collaborative investigation, the climate of competition in post-secondary institutions, and issues of credit transferability are highlighted along with the lessons learned. The process and results may benefit other continuing education programmers.

Lessons Learned Building an Online Degree Program

2017 ◽  
pp. 172-182
Author(s):  
Ottilie F. Austin ◽  
Gail M. Hunger ◽  
Julie J. Gray
Keyword(s):  
Reading Program ◽  
Degree Program ◽  
Lessons Learned ◽  
Course Evaluations ◽  
Online Reading ◽  
Master's Programs ◽  
Course Work ◽  
History Of ◽  
Online Degree ◽  
The University

Many universities and colleges are moving courses and master's programs to online formats. The Masters of Reading program at the University of Virginia has a history of providing professional development to teachers in the Commonwealth through course work and the online Reading Degree program. This chapter will outline the growth of a state outreach master's degree program as it developed courses online beginning in 1999 and moved to a fully online degree program. The authors will discuss the importance of using a sound instructional design model and taking a close look at course evaluations to examine the design of the course and the quality of instruction. This chapter will discuss the success of our design, lessons learned and some of the challenges faced.

scholarly journals Lessons Learned from the Development of Open Educational Resources at Post-Secondary Level in the Field of Environmental Modelling: An Exploratory Study

2019 ◽  
Vol 9 (2) ◽  
pp. 103 ◽  
Author(s):  
Quazi K. Hassan ◽  
Khan R. Rahaman ◽  
Kazi Z. Sumon ◽  
Ashraf Dewan
Keyword(s):  
Lessons Learned ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Environmental Modelling ◽  
Post Secondary ◽  
Creative Commons ◽  
Student Ratings Of Instruction ◽  
University Of Calgary ◽  
The University ◽  
The Impact

Open educational resources (OER) have become increasingly popular in recent times. Here, the aim was to synthesise the lessons learned through the development of OER materials for a university-level course called “environmental modelling”. Consequently, the topics of discussion included: (i) how to choose an appropriate creative commons license; (ii) ways of incorporating materials from other sources, such as publicly available sources, other open access materials, and an author’s own published materials if not published under a creative commons license; (iii) the impact of the developed OER in the field of environmental modelling; and (iv) the challenges in developing OER material. Upon developing the materials, we observed the following: (i) students enrolled in the course did not purchase textbooks; (ii) our OER materials ranked as one of the most accessed (i.e., number 7) materials according to the usage data that summed the number of file downloads and item views from PRISM (i.e., the hosting platform maintained by the University of Calgary); (iii) the students learned relatively better as per the data acquired by the University of Calgary’s universal student ratings of instruction (USRI) instrument; and (iv) other universities expressed interest in adopting the materials.

scholarly journals Mobilising knowledge on newcomers: Engaging key stakeholders to establish a research hub for Alberta

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Mary O'Brien ◽  
Beren Cancino ◽  
Francis Apasu ◽  
Tanvir Chowdhury
Keyword(s):  
Knowledge Exchange ◽  
Lessons Learned ◽  
Research Network ◽  
Step Process ◽  
Community Engaged Research ◽  
Stakeholder Groups ◽  
Temporary Foreign Workers ◽  
Key Stakeholders ◽  
University Of Calgary ◽  
The University

As immigration to Canada increases, so, too, do the complexities associated with serving various groups of newcomers, including immigrants, refugees, temporary foreign workers and international students. A range of stakeholder groups, such as grassroots community organisations, immigrant service provider organisations and academic researchers, have developed knowledge about how to best serve newcomers as they integrate into life in Canada. To date, there have been few opportunities for members of these and other stakeholder groups to work together to ensure that the needs of newcomers are being efficiently met. In this article, we describe a multi-step process of reciprocal knowledge engagement involving diverse stakeholders and led by the Newcomer Research Network at the University of Calgary. This engagement has the ultimate goal of developing a knowledge mobilisation hub focused on building capacity in community-engaged research with newcomers. In order to understand how we will reach this goal, this article outlines the efforts, priorities, challenges and important lessons learned that occurred as part of the multi-step process undertaken to establish a knowledge exchange with newcomer communities at its core.

scholarly journals THE UNIVERSITY OF WISCONSIN-MADISON’S MASTER OF ENGINEERING IN PROFESSIONAL PRACTICE (MEPP) PROGRAM: THE ROAD TO QUALITY ONLINE GRADUATE ENGINEERING EDUCATION

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Wayne P. Pferdehirt ◽  
Thomas W. Smith ◽  
Karen R. Al-Ashkar
Keyword(s):  
Professional Practice ◽  
Degree Program ◽  
Lessons Learned ◽  
Design Strategies ◽  
Course Content ◽  
The Road ◽  
University Of Wisconsin ◽  
Design Integration ◽  
Campus Residency ◽  
The University

This case study explores several key design strategies behind the University of Wisconsin-Madison’s Master of Engineering in Professional Practice (MEPP) program. Since its full-scale launch in 1999, this demanding graduate engineering degree program has achieved a graduation rate of more than 99% and has received major awards for instructional quality from the Sloan Consortium, the U.S. Distance Learning Association, and the University Continuing Education Association. This paper examines several key elements of the program’s design and practical lessons learned through the program’s first six years, during which 140 students have graduated from the two-year degree program. Distinctive elements of the program include: the program’s cohort design; integration of weekly Webconferencing with asynchronous Web-based tools; optimization of course content and format for experienced, mid-career adults; and an annual on-campus residency. Program details are available at http://mepp.engr.wisc.edu.

scholarly journals Knowledge-Based Strategies in Canadian Workplaces: Is there a Role for Continuing Education?

2013 ◽  
Vol 30 (2) ◽  
Author(s):  
Jo-Anne Willment ◽  
Patti Graham ◽  
Heather Mahoney ◽  
Andre Mamprin ◽  
Bryan Martinuzzi ◽  
...  
Keyword(s):  
Graduate Students ◽  
Continuing Education ◽  
Education Program ◽  
Small Study ◽  
Knowledge Practices ◽  
Knowledge Based ◽  
Graduate Research ◽  
University Of Calgary ◽  
The University ◽  
Knowledge Strategies

A faculty researcher and six graduate students from the Master of Continuing Education program at the University of Calgary completed a small study of knowledge practices within government, postsecondary, and corporate workplaces across Canada. Interview results include an overview of findings and three narrative descriptions. Analysis produced a focused context for knowledge with less emphasis on organizational or systems contexts. Knowledge strategies, types, and factors are discussed with implications provided for knowledge in workplaces, continuing education, and workplace graduate research programs.

scholarly journals Towards a New Continuing Higher Education: Listening to the Subtle Signals of Change

2013 ◽  
Vol 21 (2) ◽  
Author(s):  
Irene Karpiak ◽  
Bill Kops
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Social Transformation ◽  
Adult And Continuing Education ◽  
Continuing Higher Education ◽  
Rapid Adjustment ◽  
The University ◽  
Adult And Continuing ◽  
The Way

Change has been a prominent theme in adult and continuing education in recent years. Among the recommended responses for continuing higher education are rapid adjustment, adaption, and accountability to ensure our continuing survival as an institution. This paper suggests that there are other changes of a more subtle nature that need to be considered. By paying attention to these more subtle signals of change in our society and by considering their relationship to continuing education, we may reshape our thinking, recreate our organizations, and redefine the way we work, both inside and outside the university. Paying attention to the subtle signals does not mean giving up what we are doing or ignoring our present difficulties. Rather, it means that we find ways to respond to and incorporate these varied influences and messages into a broader "vision-logic" or wider integrated rationality. While the response may differ among CE units, what is important is that we begin to attend to the subtle signals that may be ushering in a personal and social transformation.

scholarly journals DIGITAL PRESERVATION OF THE QUON SANG LUNG LAUNDRY BUILDING, FORT MACLEOD, ALBERTA

2017 ◽  
Vol IV-2/W2 ◽  
pp. 53-58 ◽  
Author(s):  
P. Dawson ◽  
F. Baradaran ◽  
A. Jahraus ◽  
E. Rubalcava ◽  
A. Farrokhi ◽  
...  
Keyword(s):  
Laser Scanning ◽  
Three Dimensional ◽  
Lessons Learned ◽  
Original Structure ◽  
Architectural Drawings ◽  
Interior Spaces ◽  
Three Dimensional Representation ◽  
University Of Calgary ◽  
Floor Plans ◽  
The University

This paper describes the results of an emergency recording and archiving of a historic structure in Southern Alberta and explores the lessons learned. Digital recording of the Quon Sang Lung Laundry building in Fort Macleod, Alberta, was a joint initiative between Alberta Culture and Tourism and the University of Calgary. The Quon Sang Lung Laundry was a boomtown-style wood structure situated in the Fort Macleod Provincial Historic Area, Alberta. Built in the mid-1800s, the structure was one of the four buildings comprising Fort Macleod’s Chinatown. Its association with Chinese immigration, settlement, and emergence of Chinese-owned businesses in early twentieth-century Alberta, made the Quon Sang Lung Laundry a unique and very significant historic resource. In recent years, a condition assessment of the structure indicated that the building was not safe and that the extent of the instability could lead to a sudden collapse. In response, Alberta Culture and Tourism engaged the Departments of Anthropology and Archaeology and Geomatics Engineering from the University of Calgary, to digitally preserve the laundry building. A complete survey including the laser scanning of all the remaining elements of the original structure, was undertaken. Through digital modeling, the work guarantees that a three-dimensional representation of the building is available for future use. This includes accurate 3D renders of the exterior and interior spaces and a collection of architectural drawings comprising floor plans, sections, and elevations.

scholarly journals Using Computerized Career Guidance Systems with Continuing Education Students

2013 ◽  
Vol 22 (1) ◽  
Author(s):  
Faye P. Wiesenberg
Keyword(s):  
Continuing Education ◽  
Career Guidance ◽  
Vocational Identity ◽  
Computer Assisted ◽  
Education Students ◽  
Career Service ◽  
University Of Calgary ◽  
Guidance Systems ◽  
Adult Continuing Education ◽  
The University

This paper describes a study conducted at the Faculty of Continuing Education, The University of Calgary, that examined the use of two different computer-assisted career guidance systems (SIGI PLUS and CAREER BUILDER2) with a small group (n=40) of adult learners. The results indicate that both systems significantly increased participants' sense of vocational identity, and that SIGI PLUS was somewhat more effective in this regard than CAREER BUILDER2. Implications for the use of this kind of career service with adult continuing education students are discussed.

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