scholarly journals A COMPETENCY-BASED, STUDENT-CENTERED ASSESSMENT MODEL FOR ENGINEERING DESIGN

2011 ◽  
Author(s):  
C. R. Johnston ◽  
D. J. Caswell ◽  
D. M. Douglas ◽  
M. J. Eggermont
Keyword(s):  
Engineering Design ◽  
Core Competencies ◽  
Assessment Model ◽  
Self Assessment ◽  
Student Centered ◽  
Student Work ◽  
University Of Calgary ◽  
Assessment Approach ◽  
Competency Based ◽  
The University

The new first-year engineering design and communications course at the University of Calgary has adopted a competency-based, student-centered model for assessing learning. Satisfactory performance in this course requires mastery of core competencies in four categories: ability to function as a member of a team, ability to contribute effectively to product or process design, ability to communicate effectively using the written word, ability to communicate effectively through the medium of drawing. Every assignment in the course is aimed at evaluating one (or more) of the core competencies from these categories. Student work is assessed as Excellent, Good, or Requires Additional Work. Because our focus is on competency, we permit students to redo any of their work to achieve a better assessment. Students must achieve the minimum of a Good on every assignment to have established competency and pass the course. Students can also redo assignments to move from a Good to Excellent assessment. Students compile term work into portfolios. The portfolios illustrate the progression of learning to both instructors and students. Students also use the portfolio to highlight their design and communication abilities to future employers. The new competency-based approach used at the University of Calgary is more effective than traditional assessment models because it requires students to learn from one another and to reflect on their learning. Students receive feedback by following a four-step process: 1) Comparison to posted examples of student work, 2) Discussion with other students, 3) Generation of a written self-assessment, 4) Feedback on self-assessment by instructors. This assessment approach reinforces the skills needed for engineering design.

Creative collaboration: student creative works in the institutional repository

2018 ◽  
Vol 34 (1) ◽  
pp. 20-31
Author(s):  
Rose Sliger Krause ◽  
Andrea Langhurst Eickholt ◽  
Justin L. Otto
Keyword(s):  
Teaching And Learning ◽  
Music Performance ◽  
Lessons Learned ◽  
Institutional Repository ◽  
Student Centered ◽  
Student Work ◽  
Content Type ◽  
Music Department ◽  
Eastern Washington ◽  
The University

Purpose The purpose of this paper is to describe the music performance collection preserved in Eastern Washington University’s institutional repository (IR). This collection of recordings of student music performances is the result of an ongoing collaboration between the university?s library and music department, which serves to provide discoverability, preservation and access to a collection of student creative works, which had heretofore been a hidden collection. Design/methodology/approach This collection of student creative work was identified as a suitable project for the Eastern Washington University’s IR while it was still in the planning stages because it was identified as an existing need that the new IR could address. Much of the groundwork for the collaboration between the library and music department was completed prior to IR implementation. Thus, the library was ready to begin work on this collection once the IR was operational. Findings The student music performance collection has been a successful project for the IR, which benefits the music department by making student performances discoverable and accessible, and benefits the library by providing the opportunity to demonstrate that the then-new IR could support the university’s student-centered focus on teaching and learning. Originality/value While there is a growing body of literature on IRs emphasizing student work, there is little literature on music or other creative works’ collections in IRs, much less on creative works by students. This paper adds to the limited body of literature on student creative works in the IR by describing the development, implementation and lessons learned from the successful music performances collection.

Accreditation and Assessment in Vocational Education and Training

2017 ◽  
Author(s):  
Gordon Stanley
Keyword(s):  
General Education ◽  
Vocational Education ◽  
Compulsory Education ◽  
Education And Training ◽  
Assessment Model ◽  
Vocational Education And Training ◽  
Traditional Assessment ◽  
Assessment Approach ◽  
Competency Based ◽  
And Training

Vocational education and training has emerged from traditional industry and technical training into a vigorous post-compulsory education sector focused on satisfying the ever-changing demands of today’s employers. This chapter considers issues around the accreditation and regulation of providers and the assessment and certification of outcomes. Quality and comparability of outcomes has been a common concern for regulatory regimes. The front-end emphasis of training assessors and the requirement for workplace assessment contexts is designed to align with employer needs. However there are legitimate concerns about the consistency of judgments. Competency based assessment (CBA) has been the dominant assessment model and contrasts with the traditional assessment approach in general education. However the more recent standards-referenced assessment movement in the latter sector suggests ways in which assessment approaches are converging. Employability and 21st century skills reinforce the interest in developing generic skills in all sectors of education.

Students at the center in emerging academic models: embedded information literacy and distance services in the University of Wisconsin System Flex degree

2015 ◽  
Vol 32 (7) ◽  
pp. 12-15 ◽  
Author(s):  
Kristin M. Woodward
Keyword(s):  
Information Literacy ◽  
Student Body ◽  
Student Centered ◽  
Content Type ◽  
Competency Based Education ◽  
University Of Wisconsin ◽  
Challenges And Opportunities ◽  
Competency Based ◽  
The University

Purpose – As a model of competency-based education (CBE), the University of Wisconsin (UW) System Flex options present a unique case study of challenges and opportunities for embedding student-centered library services and information literacy. Design/methodology/approach – In this paper, we describe strategies for engaging with the evolving Flex curriculum, the needs of an unknown student body and the role of new student support staff. The author notes the relevance of examining the library’s role in Flex at this time, given the potential for growth nationally in CBE. Findings – The challenges the author faced initially were closely tied with opportunities that once examined, formed the basis of the embedded library model for competency-based education. Further, the author found opportunities to articulate their role in Flex on their campus and share with other institutions. Originality/value – This case study is based on the author’s experiences embedding Information Literacy and Distance Services in the Flex option at the University of Wisconsin Milwaukee.

scholarly journals EXPERIENCES AND PROPOSALS FOR INTERDISCIPLINARY ENGINEERING DESIGN COURSES

2011 ◽  
Author(s):  
Pouyan Jazayeri ◽  
William (Bill) Rosehard ◽  
David Westwick
Keyword(s):  
Engineering Design ◽  
Group Structure ◽  
Structure Design ◽  
Course Structure ◽  
Interdisciplinary Design ◽  
University Of Calgary ◽  
Design Projects ◽  
The University ◽  
Academic Year ◽  
Equal Contribution

This paper presents some of the experiences gained from the interdisciplinary design course offered at the university of Calgary in the 2004-2005 academic year. It also provides a few proposals and recommendations to improve the course (or similar versions) in the future. The components of the course—lecture content, group structure, design projects, and general course structure—are analyzed and some of the challenges—equal contribution from members, scheduling, grading, and more— are described in this paper. The approaches used in overcoming these problems, along with further suggestions, are also detailed.

scholarly journals (144) ePortfolios: A Philosophy for Improving Education in Horticulture

HortScience ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 1044B-1044
Author(s):  
Michael E. Reinert ◽  
Dan T. Stearns
Keyword(s):  
Career Planning ◽  
Computer Applications ◽  
Project Work ◽  
Program Outcomes ◽  
Student Centered ◽  
Student Centered Learning ◽  
Student Work ◽  
Academic Communities ◽  
Digital Format ◽  
The University

ePortfolios are gaining popularity in academic communities worldwide. Purposes of ePortfolios include: converting student work from paper to digital format, thereby allowing it to be centrally organized, searchable, and transportable throughout their academic lives and careers; promoting student centered learning and reflection; improving advising; and career planning and resume building. Pennsylvania State University is investing in the use of ePortfolios in course work throughout the university system. To facilitate these efforts, the university provides all students and faculty with 500 MB of hosted web space to create and share their portfolios. One of the courses using ePortfolios is Horticulture 120, Computer Applications for Landscape Contracting, in the Landscape Contracting program. Outcomes of implementing ePortfolios include increased availability of student work to potential employers, enhanced recruiting through displays of student work, and enabled reflection on completed work. Students showed improved quality in project work because their projects would be publicly available through the Internet to potential employers, faculty, family, and other students.

scholarly journals INNOVATIVE FINAL YEAR DESIGN PROJECT-INTERNATIONAL EXPERIENCE MAKES A WORLD OF DIFFERENCE

2011 ◽  
Author(s):  
Janaka Y. Ruwanpura ◽  
Andrew MacIver ◽  
Thomas Brown
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Civil Engineering ◽  
Successful Outcome ◽  
The Novel ◽  
Innovative Design ◽  
Novel Approach ◽  
University Of Calgary ◽  
The University ◽  
University Industry

The Department of Civil Engineering at the University of Calgary is proud to be a leader in multi-disciplinary design education in Canada by bringing many facets to design education including internationalization. This design education produces many contributions to university, industry and society by developing innovative design solutions. This paper explains the novel approach adopted for the final year civil engineering design course in 2002/3 using the largest urban renewal project currently underway in Europe, which the students the opportunity to develop designs. The concept, structure, challenges, contributions and the successful outcome of the civil engineering design course are also explained in the paper.

scholarly journals Defining Sustainability Core Competencies in Business and Management Studies Based on Multinational Stakeholders’ Perceptions

2019 ◽  
Vol 11 (8) ◽  
pp. 2303 ◽  
Author(s):  
Almudena Eizaguirre ◽  
María García-Feijoo ◽  
Jon Paul Laka
Keyword(s):  
Higher Education ◽  
Core Competencies ◽  
Environmental Aspects ◽  
Student Centered ◽  
Geographical Regions ◽  
Key Competencies ◽  
Competency Based ◽  
Sustainability Challenges ◽  
Business And Management

One of the concerns in our time is the need to integrate economic, social and environmental aspects, which is known as sustainable development. The role of higher education is essential for providing future professionals with the necessary profiles to respond to the sustainability challenges in increasingly complex and global contexts. That is why numerous authors have sought to define key competencies, skills and learning outcomes for sustainability. However, there is still no agreement on what these key competencies for sustainability in higher education really are. For that reason, the objective of this paper is to determine which are the sustainability core competencies, considering three different geographical regions (Europe, Latin America, and Central Asia), and the perspective of four different stakeholders (graduates, employers, students and academics). The framework of the research is the development of the so-called Tuning projects, which aim to design comparable and compatible higher education degrees in different regions of the world, based on student-centered and competency-based learning. Using an exploratory factor analysis (EFA), the results of this study reveal the existence of a factor intimately related to sustainability, which includes competencies such as commitment to the preservation of the environment, social responsibility or respect for diversity and multiculturality, among others.

scholarly journals Ready or not? Observations from a long-standing community engagement advisory board about investigator competencies for community-engaged research

2018 ◽  
Vol 2 (3) ◽  
pp. 129-134 ◽  
Author(s):  
Alicia K. Matthews ◽  
Amparo Castillo ◽  
Emily Anderson ◽  
Marilyn Willis ◽  
Wendy Choure ◽  
...  
Keyword(s):  
Community Engagement ◽  
Core Competencies ◽  
Educational Programs ◽  
Advisory Board ◽  
Translational Science ◽  
Important Work ◽  
University Of Illinois ◽  
Community Engaged Research ◽  
Competency Based ◽  
The University

Preparing investigators to competently conduct community-engaged research is critical to achieving Clinical and Translational Science Award (CTSA) program goals. The purpose of this study is to describe the perspectives of members of a long-standing community engagement advisory board (CEAB) on investigators’ readiness to engage communities and indicators of investigator competence in community-engaged research, in order to suggest core competencies to guide the development of CTSA-sponsored educational programs. Two 90-minute focus groups were conducted with a subset of members of a CEAB (n=19) affiliated with the Center for Clinical and Translational Science at the University of Illinois at Chicago. CEAB members identified a range of investigator skills and practices that demonstrate readiness to engage in community-engaged research. Eight competencies were identified that should be incorporated in providing education to enhance the readiness and competency of CTSA-affiliated researchers planning to engage communities in research. CEAB observations demonstrate the necessity of developing competency-based educational programs that prepare clinical and translational scientists at all levels for the important work of community-engaged research.

scholarly journals A Study on the Operation of Liberal Arts Curriculum Based on Core Competencies －Focusing on the Case of N University

2021 ◽  
Vol 15 (3) ◽  
pp. 147-168
Author(s):  
Eun Sook Park
Keyword(s):  
Liberal Arts ◽  
Core Competencies ◽  
Transformation Process ◽  
Student Centered ◽  
Student Opinions ◽  
Competency Based Education ◽  
Education Experience ◽  
Arts Curriculum ◽  
Competency Based ◽  
Competency Evaluation

This study is a case study regarding the operation of the liberal arts curriculum based on core competencies. It was conducted to explore the developmental direction of the competency-based curriculum. The study investigated the trend in the changes of the competency-based curriculum of N University, as well as the actual conditions and demands of the faculty’ capacity-based curriculum operation.N University's competency-based education has grown through a three-stage transformation process. The quality of education has been managed by diagnosing the effectiveness of competency-based education at the curriculum level through competency matching with the competency of the subject. While professors are highly aware of the necessity of competency-based education, they are relatively inadequate when it comes to teaching various curriculums. Therefore, for the purpose of competency-based education, it is necessary to diversify the curriculum.The professor was engaged in the following activities to operate the competency-based curriculum: student-centered class preparation and activity-oriented teaching methods, one-on-one feedback and guidance on activity experiences, observation and activity-oriented competency evaluation, and curriculum improvement plans reflecting student opinions, etc. Through the exploration of this process of change, and based on the recognition of the professors, suggestions on educational policy, educational content, and educational methods were made.The purpose of this study was to demonstrate that a specific case of competency-based education at a certain university, along with the perception of professors with competency-based education experience, suggests the direction in which competency-based education is heading.

scholarly journals Making It Work: Developing a Student-Centered Assessment Model for a Large-Scale Information Literacy Program

2020 ◽  
Author(s):  
Rachel Gammons ◽  
Lindsay Inge Carpenter
Keyword(s):  
General Education ◽  
Information Literacy ◽  
Large Scale ◽  
Freshman Composition ◽  
Assessment Model ◽  
Student Centered ◽  
University Of Maryland ◽  
Composition Instruction ◽  
General Education Courses ◽  
The University

Information literacy instruction presents a difficult balance between quantity and quality, particularly for large-scale general education courses. This paper discusses the overhaul of the freshman composition instruction program at the University of Maryland Libraries, focusing on the transition from survey assessments to a student-centered and mixedmethods approach using qualitative reflections, rubrics, and the evaluation of student artifacts.

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