scholarly journals Continuing Education for Health Promotion: A Case Study of Needs Assessment Practice

2013 ◽  
Vol 26 (1) ◽  
Author(s):  
Scott McLean ◽  
Lori S. Ebbesen ◽  
Kathryn Green ◽  
Bruce Reeder ◽  
David Butler-Jones ◽  
...  
Keyword(s):  
Health Promotion ◽  
Continuing Education ◽  
Needs Assessment ◽  
Role Model ◽  
Assessment Process ◽  
Health Promotion Program ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Adult And Continuing Education ◽  
Heart Health Program

In recent years, both practical barriers and conceptual problems have been identified concerning needs assessment work in adult and continuing education. This article provides an empirical study of needs assessment research that was conducted to support university-based continuing education programming in the field of health promotion in Saskatchewan. We describe the context of the Saskatchewan Heart Health Program (SHHP), narrate the development, findings, and outcomes of a significant needs assessment process, and identify implications of our work for other university continuing educators. Although formal needs assessment practices such as those described in this article may not always be appropriate for university continuing educators, they can be beneficial to marketing and pedagogical efforts. The SHHP needs assessment process encouraged our learners to actively and collectively reflect upon their learning priorities, increased their receptivity to our continuing education efforts, and provided us with an opportunity to role model a collaborative approach to health promotion program development.

A University Employee Health Promotion Program Needs Assessment

1991 ◽  
Vol 22 (2) ◽  
pp. 116-120 ◽  
Author(s):  
Paul D. Sarvela ◽  
Derek R. Holcomb ◽  
Julie K. Huetteman ◽  
Srijana M. Bajracharya ◽  
Justin A. Odulana
Keyword(s):  
Health Promotion ◽  
Needs Assessment ◽  
Employee Health ◽  
Health Promotion Program ◽  
Promotion Program

Shifting to a Needs-Based Continuing Education Model

2014 ◽  
pp. 230-240
Author(s):  
Tom Taylor
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Needs Assessment ◽  
Major Change ◽  
Assessment Process ◽  
The South ◽  
Future Directions ◽  
Library System ◽  
South Central ◽  
Education Model

This chapter details how the South Central Kansas Library System (SCKLS) moved from a traditional continuing education model toward a needs-based model. The needs assessment process is detailed, as well as the process for implementing and managing this major change in professional development delivery. Analysis and assessment of the change in model will be presented. Practicalities and future directions will be discussed in order to provide direction to other interested institutions.

scholarly journals Peer assessment in graphic design studio: Communication design students' perspectives

2018 ◽  
Vol 37 (1) ◽  
pp. 64-74
Author(s):  
E. F. Eshun ◽  
P. Korwu ◽  
E. Appiah
Keyword(s):  
Higher Education ◽  
Graphic Design ◽  
Peer Assessment ◽  
Assessment Process ◽  
Design Studio ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Kwame Nkrumah ◽  
Education Delivery ◽  
Almost All

Large class-sizes have become a common feature in almost all higher education institutions in developing countries. Consequently, educators have to implement innovative pedagogies and assessment practices to deal with the current challenges in education delivery at that level. The purpose of this study was to examine students’ perceptions of their attitudes during peer assessment practice in graphic design studio in higher education. The study was conducted with 94 students at the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana. The results showed that the students had a positive experience and perception of the peer assessment process. They also held positive views of the task worth of peer-assessment just like their perception of peer-assessment as an aid to learning. The results revealed that peer learning and objectivity are significantly related to task worth. The findings of this study have confirmed the advantages associated with the use of peer-assessment in higher education instead of a teacher centered approach and reaffirmed the existing unequivocal views held by similar studies.Keywords: Peer assessment; students’ perceptions; studio pedagogy; graphic design

Equitable Assessment Practices

2022 ◽  
pp. 63-84
Author(s):  
Emmy J. Min
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Assessment Tool ◽  
Traditional Approach ◽  
Assessment Model ◽  
Assessment Process ◽  
Learning Assessment ◽  
Assessment Practices ◽  
Assessment Practice

The traditional approach to assessment is being reevaluated as a valid and effective language learning assessment tool because it often fails to account for the specific needs, contexts, and backgrounds of language learners. To make assessment processes more equitable, just, and inclusive, this chapter extends the traditional approach to assessment practice by introducing the equity-minded assessment model, which includes six principles for teachers to use as a framework for creating and evaluating assessments: validity, reliability, practicality, authenticity, washback and equity, and justice and inclusion. The author suggests that the model be used to design, administer, and reflect on the effectiveness of the assessment and as a critical reflective framework and not merely as a checklist of items. Thus, this model can serve to make assessments for learning and not just of learning, thereby making the assessment process equitable and inclusive.

Shifting to a Needs-Based Continuing Education Model

2014 ◽  
pp. 910-920
Author(s):  
Tom Taylor
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Needs Assessment ◽  
Major Change ◽  
Assessment Process ◽  
The South ◽  
Future Directions ◽  
Library System ◽  
South Central ◽  
Education Model

This chapter details how the South Central Kansas Library System (SCKLS) moved from a traditional continuing education model toward a needs-based model. The needs assessment process is detailed, as well as the process for implementing and managing this major change in professional development delivery. Analysis and assessment of the change in model will be presented. Practicalities and future directions will be discussed in order to provide direction to other interested institutions.

Assessing adult and continuing education needs in South Korea metropolitan areas using Borich’s needs assessment model

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yunsoo Lee ◽  
Shinhee Jeong ◽  
Daeyeon Cho
Keyword(s):  
South Korea ◽  
Continuing Education ◽  
Needs Assessment ◽  
Metropolitan Areas ◽  
Degree Programs ◽  
Adult And Continuing Education ◽  
Content Type ◽  
Information And Communication ◽  
University Degree ◽  
Adult And Continuing

Purpose This study aims to examine residents’ perceptions of adult and continuing education (ACE) in Seoul, Gyeonggi-do and Incheon in South Korea, by conducting a needs assessment of university degree programs for adults. Design/methodology/approach This paper uses Borich’s educational needs formula and Hershkowitz’s criticality function on the data obtained from a survey of 1,500 residents of the three regions to determine their priorities for degree programs. Findings The results show that the top priorities for degree programs in Seoul are computer information and communication and therapeutic health. In Gyeonggi-do, the top priorities are computer information and communication, language and literature and business and economics. In Incheon, participants prefer computer information and communication, agriculture, forestry and fisheries and therapeutic health, in that order. Originality/value This study examines Koreans’ perceptions of ACE and conducts a needs assessment to determine their priorities for university degree programs in metropolitan areas in Korea. It provides practical information for policymakers and universities who design and implement ACE programs.

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