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.

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 Faculty-Led Study Abroad in Atmospheric Science Education

2014 ◽  
Vol 95 (2) ◽  
pp. 283-292 ◽  
Author(s):  
Jonathan D. W. Kahl ◽  
Julia G. Cerón
Keyword(s):  
Study Abroad ◽  
Personal Growth ◽  
Atmospheric Science ◽  
Archaeological Sites ◽  
Course Content ◽  
University Of Wisconsin ◽  
Science Group ◽  
The University ◽  
Study Abroad Program ◽  
Guided Tours

For several years the University of Wisconsin–Milwaukee's Atmospheric Science group has offered the faculty-led study abroad program Mexico: Air Pollution and Ancient Cultures. In this course, open to both atmospheric science majors and nonmajors as well as to students attending other colleges and universities, participating students learn about the corrosive effects of acid deposition on the limestone surfaces of Mesoamerican archaeological sites. The course content includes not only the science aspects of acid rain and environmental corrosion, but also aspects of Mesoamerican history and anthropology, as well as personal reflection on a variety of social science topics via journaling. The academic content is delivered via lectures and laboratories, guided tours of museums and archaeological sites, visits to Mexican universities, and hands-on measurements and analysis. Postprogram surveys indicate that participating students consider the program to be quite valuable in terms of both academic and personal growth.

eStout: a digital learning environment program case study

2017 ◽  
Vol 25 (4) ◽  
pp. 242-249
Author(s):  
Phillip Stoeklen ◽  
Justin J. Sullivan ◽  
M. Justin Miller ◽  
Meridith Drzakowski ◽  
Sasha King
Keyword(s):  
Data Collection ◽  
Learning Environment ◽  
Lessons Learned ◽  
Digital Learning ◽  
Content Type ◽  
Digital Learning Environment ◽  
University Of Wisconsin ◽  
Faculty Concerns ◽  
Faculty Surveys ◽  
The University

Purpose This paper aims to discuss the evolution of a digital learning environment in higher education as a result of ongoing data collection and evaluation. Design/methodology/approach The manuscript is based on a digital learning environment intervention at the University of Wisconsin-Stout and is informed by evaluation data collected from student and faculty surveys annually between 2002 and 2016. Survey themes changed annually based on student/faculty concerns and interests, and program management used this feedback to make modifications to program scope and offerings. Findings The digital learning environment at the University of Wisconsin-Stout has been effective in providing faculty and students with the tools they need to be successful. This success is largely due to the ongoing commitment to data collection and evaluation at the University of Wisconsin-Stout and has ensured that the digital learning environment stays modern and adaptive. Originality/value This manuscript is the culmination of 15 years of ongoing evaluation practice and thus provides valuable best practices and lessons learned for educators/educational institutions hoping to improve or create their own digital learning environment.

scholarly journals The Evolution of the ‘A’ Word Changing Notions of Professional Practice in Avantgarde Film and Contemporary Screendance

2018 ◽  
Vol 1 ◽  
Author(s):  
Chirstinn Whyte
Keyword(s):  
Professional Practice ◽  
Kind Permission ◽  
University Of Wisconsin ◽  
The University

No abstract availableThis article was originally published by Parallel Press, an imprint of the University of Wisconsin-Madison Libraries, as part of The International Journal of Screendance, Volume 1 (2010), Parallel Press. It is made available here with the kind permission of Parallel Press.

Delivering Online Asynchronous IT Courses to High School Students

2011 ◽  
pp. 282-294
Author(s):  
Amy B. Woszczynski
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Online Courses ◽  
Lessons Learned ◽  
Asynchronous Learning ◽  
High School Level ◽  
School Students ◽  
Course Content ◽  
The University

As high schools begin to offer more distance learning courses, universities have an opportunity to establish partnerships to deliver online IT courses. Delivering online courses at the high school level, however, means overcoming obstacles that may not be faced at the university level. In particular, establishing partnerships with high schools requires politically savvy navigations of bureaucratic roadblocks while ensuring the integrity of course content and delivery. This chapter provides a primer on establishing relationships with high schools to deliver college-level IT curriculum to high school students in an asynchronous learning environment. We describe the curriculum introduced and discuss some of the challenges faced and the lessons learned.

scholarly journals Enhancing Mindfulness and Well-Being in Higher Education

2021 ◽  
Author(s):  
Randy K. Barker ◽  
Lori P. Tuominen ◽  
Mimi Rappley Larson ◽  
Mary E. Lee-Nichols ◽  
Gloria Eslinger ◽  
...  
Keyword(s):  
Higher Education ◽  
Well Being ◽  
Lessons Learned ◽  
Present Moment ◽  
Vision Statements ◽  
University Of Wisconsin ◽  
Similarities And Differences ◽  
The University

AbstractThis article outlines the steps taken to establish the University of Wisconsin-Superior’s Pruitt Center for Mindfulness and Well-Being. Major historical components include: gaining momentum; securing funding; developing mission and vision statements; launching the Pruitt Center; and recounting the services, programs, and impacts achieved to date. Through outlining experiences and lessons learned, others in higher education looking to enhance the well-being of their campus communities could benefit, regardless of whether creating a center is their goal. The process and rationale for creating and adopting the PERMANENT Model of Well-Being is also provided. Comparisons are made regarding the similarities and differences between the PERMANENT Model and two existing models: the PERMA Model and the Universidad Tecmilenio Well-being in Happiness Ecosystem. Also depicted is the intention concerning: 1) describing each domain of the PERMANENT Model of Well-Being, including Present Moment Awareness, the model’s foundation; 2) the meaning behind the PERMANENT acronym, inspiring the notion of long-lasting well-being; 3) including the greater community; and 4) the model’s process of learn, experience, reflect, and repeat, a reminder that all learning takes effort and practice. This process is supported by current mindfulness and well-being research, specifically as it relates to higher education.

Creating Partnerships in Developing School Leaders: Florida State University's Specialist Degree Program in Educational Leadership

1992 ◽  
Vol 2 (1) ◽  
pp. 104-121
Author(s):  
William R. Snyder
Keyword(s):  
Leadership Development ◽  
Educational Leadership ◽  
Educational Administration ◽  
Historical Context ◽  
School Personnel ◽  
Degree Program ◽  
Lessons Learned ◽  
State University ◽  
National Organizations ◽  
The University

During the decade of the 1980s, the Department of Educational Leadership at Florida State University became proactive in its orientation to legislative efforts to improve the quality of school-based leadership throughout the state of Florida. The department's early initiatives set the foundation for creating a variety of partnerships with school districts, other universities and national organizations that would refocus the department's vision for leadership development of school personnel. What might have been the onset of reduced credibility and influence for the department and the university, became instead a window of opportunity for productive collaboration and program restructuring. This paper presents an abridged documentation of the restructuring that has occurred in the department's program of Educational Administration during the late 1980s and early ‘90s. It describes from a faculty member's perspective the historical context for the department's initiatives, the creation of a variety of partnerships with other organizations and the installation of a new field-based specialist degree program in educational leadership. Finally, the paper addresses a few of the key lessons learned about collaboration during the evolution of partnerships and program.

A Decade of Digital Arts and Sciences at the University of Florida

Leonardo ◽  
2012 ◽  
Vol 45 (3) ◽  
pp. 211-216
Author(s):  
Paul A. Fishwick
Keyword(s):  
Computer Science ◽  
Undergraduate Curriculum ◽  
Degree Program ◽  
Lessons Learned ◽  
Special Effects ◽  
University Of Florida ◽  
Arts And Sciences ◽  
Science Degree ◽  
The Arts ◽  
The University

The advent of cinematic special effects and console gaming since the late 1990s suggests an increasing and sustained emphasis on combining elements from the arts and computer science. The author presents a 10-year synopsis of a degree program created in 2000 to build an undergraduate curriculum using this emphasis as a catalyst. The degree program has resulted in steady student enrollment over the past decade as well as a significantly higher female student participation compared with the university's other three computer science degree programs. The article presents an overview of the program, qualitative and quantitative assessments, lessons learned and recommendations for continued improvement.

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 Strengthening Public Health in Wisconsin Through the Wisconsin Clinical Laboratory Network

2019 ◽  
Vol 134 (2_suppl) ◽  
pp. 6S-10S ◽  
Author(s):  
Allen C. Bateman ◽  
Erin J. Bowles ◽  
Erik Munson ◽  
Raymond P. Podzorski ◽  
Eric T. Beck ◽  
...  
Keyword(s):  
Public Health ◽  
Clinical Laboratory ◽  
Lessons Learned ◽  
Advisory Group ◽  
Outbreak Response ◽  
University Of Wisconsin ◽  
Clinical Laboratories ◽  
Laboratory Network ◽  
Technical Advisory Group ◽  
The University

The Wisconsin Clinical Laboratory Network (WCLN) at the University of Wisconsin–Madison is a partnership of 138 clinical and public health laboratories (as of February 2019) coordinated by the Wisconsin State Laboratory of Hygiene. This article describes the WCLN, its current activities, and lessons learned through this partnership. A laboratory technical advisory group, which consists of representatives from clinical laboratories, provides clinical laboratory perspective to the WCLN and fosters communication among laboratories. Activities and resources available through the WCLN include annual regional meetings, annual technical workshops, webinars, an email listserv, laboratory informational messages, in-person visits by a WCLN coordinator to clinical laboratories, and laboratory-based surveillance data and summaries distributed by the Wisconsin State Laboratory of Hygiene. One challenge to maintaining the WCLN is securing continual funding for network activities. Key lessons learned from this partnership of more than 20 years include the importance of in-person meetings, the clinical perspective of the laboratory technical advisory group, and providing activities and resources to clinical laboratories to foster sharing of data and clinical specimens for public health surveillance and outbreak response.

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