DHS Minority Serving Institution (MSI) Programs

2014 ◽  
pp. 217-244
Author(s):  
Kevin A. Peters ◽  
Nira C. Taru
Keyword(s):  
Professional Development ◽  
Education Research ◽  
Collaborative Work ◽  
State University ◽  
Centers Of Excellence ◽  
Principal Investigators ◽  
Research Areas ◽  
Morgan State University ◽  
Collaborative Efforts ◽  
And Training

This chapter highlights seven (7) DHS programs/research that involved faculty and students at Morgan State University, a Minority Serving Institution (MSI) that was linked to a DHS Center for Excellence. The programs were developed in part from partnerships and collaborative efforts from researchers and principal investigators at Morgan State University and several DHS Centers of Excellence. Researchers from Morgan State University submitted summaries of their DHS-funded programs and activities. In addition, information was gathered from DHS Websites pertaining to their collaborative work with a DHS Center of Excellence (COE). This chapter emphasizes the importance of collaborative research and programs that support the overall mission of DHS in providing opportunities for MSIs to work with COEs in DHS priority research areas. These efforts have enhanced faculty as well as students at Morgan State University with regard to education, research, professional development, and training related to a DHS priority research.

scholarly journals DHS Minority Serving Institution (MSI) Programs

2016 ◽  
pp. 881-901
Author(s):  
Kevin A. Peters ◽  
Nira C. Taru
Keyword(s):  
Professional Development ◽  
Education Research ◽  
Collaborative Work ◽  
State University ◽  
Centers Of Excellence ◽  
Principal Investigators ◽  
Research Areas ◽  
Morgan State University ◽  
Collaborative Efforts ◽  
And Training

This chapter highlights seven (7) DHS programs/research that involved faculty and students at Morgan State University, a Minority Serving Institution (MSI) that was linked to a DHS Center for Excellence. The programs were developed in part from partnerships and collaborative efforts from researchers and principal investigators at Morgan State University and several DHS Centers of Excellence. Researchers from Morgan State University submitted summaries of their DHS-funded programs and activities. In addition, information was gathered from DHS Websites pertaining to their collaborative work with a DHS Center of Excellence (COE). This chapter emphasizes the importance of collaborative research and programs that support the overall mission of DHS in providing opportunities for MSIs to work with COEs in DHS priority research areas. These efforts have enhanced faculty as well as students at Morgan State University with regard to education, research, professional development, and training related to a DHS priority research.

AUTOMATION OF THE DEAN'S OFFICE FUNCTIONS IN ELECTRONIC INFORMATION-EDUCATIONAL ENVIRONMENT OF THE SOUTHWEST STATE UNIVERSITY

2017 ◽  
Vol 21 (6) ◽  
pp. 44-50 ◽  
Author(s):  
E. I. Anikina ◽  
A. S. Babkov ◽  
A. V. Malyshev
Keyword(s):  
Educational Environment ◽  
Federal State ◽  
Educational Standards ◽  
State University ◽  
Web Portal ◽  
Training Process ◽  
Electronic Information ◽  
State Educational ◽  
The University ◽  
And Training

Russian Federal State Educational Standards of 3+ generation impose serious requirements to resource support of educational and training process, including electronic information-educational environment of the University. In the Southwest State University (SWSU), a unified multimedia information and educational environment based on Internet-broadband access technologies was created; it successfully operates and keeps developing. The main concept of this environment construction is the idea of integrating data, applications, and business processes. SWSU Electronic information-educational environment (EIEE) is designed to provide information transparency of the University activities in accordance with the requirements of the current legislation of the Russian Federation in the sphere of education, to organize educational activities of the University and to ensure access of students and research and academic-staff of the University to information and educational resources. The main components of SWSU EIEE are: the actors of the education and training process (teachers, students, etc.), external digital library systems, internal automated information library system, “SWSU academic courses” subsystem, “Southwest State University Web portal” subsystem, and the official web site of the Southwest State University. “Southwest State University Web portal" subsystem makes it possible to automate traditional basic functions of Dean's office of the University, such as managing student conduct systems for students of Bachelor and Master Degree Programs of full-time and correspondence forms of training; recording and statistical processing of the data on students’ progress; recording students’ achievements; managing Dean's office workflow. As prescribed in Federal State Educational Standards of 3+ generation, Portal Modules are used to record the results of formative and summative assessment of students in accordance with SWSU current score rating system for learning outcomes.

scholarly journals Training Preferences of School Food Service Staff Vary by Role in the School Nutrition Program

2020 ◽  
Vol 18 (1) ◽  
pp. 50
Author(s):  
Leia Flure ◽  
Melissa Pflugh Prescott ◽  
Whitney Ajie ◽  
Trinity Allison ◽  
Jennifer McCaffrey
Keyword(s):  
Professional Development ◽  
The United States ◽  
School Nutrition ◽  
Training Needs ◽  
Learning Method ◽  
Learning Methods ◽  
Chi Square ◽  
Job Experience ◽  
Training Topic ◽  
And Training

Professional development has been identified as a critical component for school nutrition professionals (SNPs) to successfully implement school meal standards in the United States. However, training needs may vary based on different factors. This study examined (1) the topics of highest priority for SNPs; (2) preferred learning methods; (3) where and when trainings should be conducted; and (4) whether responses differ according to important factors including position type, school locale (urban vs. rural), or job experience. Participants completed surveys that included questions on demographics and preferences for learning methods and training topics (n = 492). Descriptive statistics characterized survey responses. Chi square tests assessed differences in learning method and training topic preferences by participant role, locale, and job experience; Cramer’s V assessed the strength of association for each chi square result. Qualitative responses to open-ended questions were analyzed using an inductive thematic analysis method. Nearly all training topic preferences were significantly different (p < 0.001 using Bonferroni method) when stratified by role. Significant differences were also observed for school locale and years of experience, but to a lesser degree. There was less variation in learning method preferences across staff role. Qualitative results (n = 93) identified three key themes related to training needs: role-specific trainings, innovative learning methods, and geographic access. The combination of quantitative and qualitative analysis indicate that professional development for SNPs should mostly be conducted in-person, be easily accessible, and include hands-on activities. Further, training should be tailored by job role and address situational barriers unique to the geographic area.

Workplace learning for pre – service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Theresa Chinyere Ogbuanya ◽  
Taiwo Olabanji Shodipe
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Workplace Learning ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Quality Teaching ◽  
Content Type ◽  
Technical Vocational Education ◽  
And Training

Purpose With critical reviews of previous studies in workplace learning, this paper aims to investigate workplace learning for pre-service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development. Design/methodology/approach The study adopted multistage sampling technique to select sample for the study. Empirical analysis was adopted to analyse the data collected from technical vocational education and training pre-service teachers. Findings The result of the study revealed that the constructs of social learning theory had a stronger linkage with the constructive teaching than traditional management. Originality/value This study emphasizes the need to adequately train pre-service teachers on instructional delivery processes, building strong relationship with learners and build the ability to organize and execute necessary actions required to successfully carry out a specific educational task in a particular context.

Closing Remarks

2019 ◽  
Vol 15 (S367) ◽  
pp. 515-517
Author(s):  
Debra Meloy Elmegreen
Keyword(s):  
Big Data ◽  
Education Research ◽  
Strategic Plan ◽  
Astronomy Education ◽  
The Public ◽  
The Many ◽  
Collaborative Efforts ◽  
Made In

AbstractThis symposium has highlighted key first steps made in addressing many goals of the IAU Strategic Plan for 2020–2030. Presentations on initiatives regarding education, with applications to development, outreach, equity, inclusion, big data, and heritage, are briefly summarized here. The many projects underway for the public, for students, for teachers, and for astronomers doing astronomy education research provide a foundation for future collaborative efforts, both regionally and globally.

Professional Development In Kosovo – Research Of Training Programs And Tests

2021 ◽  
Author(s):  
Bekim Samadraxha ◽  
Veton Alihajdari ◽  
Besim Mustafa ◽  
Ramë Likaj
Keyword(s):  
Professional Development ◽  
Workforce Development ◽  
Teaching And Learning ◽  
Training Programs ◽  
Continuing Professional Development ◽  
Added Value ◽  
Factors Affecting ◽  
Career Structure ◽  
Teacher Professional ◽  
And Training

Vocational Education Teachers are one of the main important assets for workforce development. This study of the workforce of VET teachers in selected partner countries has two main goals. The aim of this research is to evaluate the level of teacher’s development and training programs and test as well, to inform national policymakers about the situation and the needs of the VET teachers and, secondly, to help monitoring the implementation and the change of the teacher professional development. The methodology to be used is based on qualitative research methods, including interviews und surveys. A major focus of the survey is to enable policy makers to understand what is required to bring along improvements in the Continuing Professional Development (CPD) quality, effectiveness and responsiveness, as well as factors affecting teacher effectiveness in general, such as their motivation and career structure. Professional development for teachers and trainers is widely recognized as a vital tool for the educational reform (Bicaj, 2013). Research shows that the professional development can enduring improve the quality of teaching and learning, enhancing the effectiveness of education and training and providing added value to students, teachers and employers. There is no doubt about the importance of the Continuing Professional Development of VET teachers. Kosovo has for many years developed extensive policies to address this issue, and currently these policies are being implemented.

The Case for Post-Modern Management Accounting: Thinking Outside the Box

2009 ◽  
Vol 21 (1) ◽  
pp. 3-18 ◽  
Author(s):  
Jacob G. Birnberg
Keyword(s):  
Education Research ◽  
Business Education ◽  
Management Accounting ◽  
Modern Management ◽  
Accounting Research ◽  
The Past ◽  
Research Areas ◽  
Problems Of Practice ◽  
New Research ◽  
Outside The Box

ABSTRACT: I argue that the time has come for management accounting researchers to again consider the orientation of our research. Over the past several decades, the focus of research in management accounting has evolved. Initially, research was heavily influenced by the needs of practice. After the Ford Foundation's initiative to professionalize business education, research became more and more theoretical and inward-facing. At a time when practice is in need of assistance, our current focus has led to research that is primarily intended to enhance current models rather than assist in solving the problems of practice. After arguing that there is a need for a change, I offer several examples of new research areas where management accounting research could assist practice.

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