Polk State College's Engineering Technology OEEE Associate's Degree

2017 ◽  
pp. 308-339 ◽  
Author(s):  
Naomi Boyer ◽  
Eric A. Roe ◽  
Kenneth Ross ◽  
Patricia Jones ◽  
Kathleen Bucklew ◽  
...  
Keyword(s):  
Technological Education ◽  
Engineering Technology ◽  
Early Exit ◽  
State College ◽  
Science Degree ◽  
Associate's Degree ◽  
Competency Based ◽  
Associate In Science ◽  
Advanced Technological Education

This case study describes an Open Entry Early Exit (OEEE) program focused on untangling the web of systems, assumptions, roles, relationships, and interagency processes to address the national emphasis on affordable, compressed and flexible degree attainment, particularly in science, technology, engineering, and math (STEM) talent gap areas. To this end, Polk State College has empowered non-traditional students with an affordable, accessible option that was initiated as a result of a National Science Foundation's Advanced Technological Education (NSF-ATE) project award. The project was designed to transition a traditional Engineering Technology Associate in Science degree program to a hybrid competency-based, modular, non-term, self-paced, learner-centered, faculty-mentored format. As a work in progress, the OEEE program team has undertaken and resolved numerous challenges, many of which are still emergent, and identified significant breakthroughs to provide a catalyst to the reconceptualization of higher education.

Polk State College's Engineering Technology Program

2021 ◽  
pp. 178-222
Author(s):  
Naomi Rose Boyer ◽  
Mori Toosi ◽  
Eric A. Roe ◽  
Kathy Bucklew ◽  
Orathai Northern
Keyword(s):  
Technological Education ◽  
Engineering Technology ◽  
Technology Program ◽  
Early Exit ◽  
State College ◽  
Science Degree ◽  
Competency Based ◽  
Associate In Science ◽  
Advanced Technological Education

This case study describes an open entry early exit (O3E) rolling enrollment program focused on untangling the web of systems, assumptions, roles, relationships, and interagency processes to address the national emphasis on affordable, compressed, and flexible degree attainment, particularly in science, technology, engineering, and math (STEM) talent gap areas. To this end, Polk State College has empowered students with an affordable, accessible option that was initiated as a result of a National Science Foundation-Advanced Technological Education (NSF-ATE) project award. The project was designed to transition a traditional engineering technology associate in science degree program to a hybrid competency-based (CBE), modular, non-term, self-paced, learner-centered, faculty-mentored format. As a work in progress, having shifted to CBE in Fall 2014, the O3E program team has undertaken and resolved numerous challenges, many of which are still emergent, and identified significant breakthroughs to provide a catalyst to the reconceptualization of higher education.

Redesigning Engineering Technology Education

1997 ◽  
Vol 11 (4) ◽  
pp. 249-252
Author(s):  
Jack L. Waintraub
Keyword(s):  
Technology Education ◽  
Curriculum Design ◽  
Global Economy ◽  
Holistic Approach ◽  
Educational Institutions ◽  
Technological Education ◽  
Engineering Technology ◽  
Instructional Methodologies ◽  
Curriculum Design And Development ◽  
Advanced Technological Education

The New Jersey Center for Advanced Technological Education (NJCATE), is dedicated to the improvement of Engineering Technology education through: the development of innovative educational programmes, such as the Mecomtronics Engineering Technology curriculum; design and development of instructional methodologies and materials; student recruitment and retention strategies; strong partnerships among educational institutions and with industry, government and professional societies. Changes in any one facet of technician education are not sufficient to bring about the needed improvement in the preparation of a highly skilled technical workforce to meet current and future needs of industry in a highly competitive global economy NJCATE is creating systemic change by taking a holistic approach to the redesign of engineering technician education. The Center project is supported by funds from the National Science Foundation's Advanced Technological Education Program.

APPLICATION OF THE CASE STUDI METHOD IN THE EDUCATIONAL PROCESS OF PREPARING THE PROVISOR

2020 ◽  
Vol 22 (9) ◽  
pp. 4-7
Author(s):  
Nikiforova E.B. ◽  
Davitavyan N.A. ◽  
Shevchenko A.I.
Keyword(s):  
Health Care ◽  
Educational Technology ◽  
Educational Process ◽  
Professional Activity ◽  
Federal State ◽  
Case Study Method ◽  
State Budget ◽  
Educational Standard ◽  
Competency Based

The development of the pharmaceutical industry is one of the priority tasks of our state, aimed at providing the population of the Russian Federation with modern safe and effective medicines. The solution to this problem is impossible without the formation of a highly qualified personnel potential that meets the demand and expectations of the pharmaceutical market and society as a whole. In this regard, in the system of training of pharmacists in recent years, quite dynamic and flexible transformations have been taking place, dictated by the urgent needs of domestic health care. It should be noted that in the process of implementing this educational standard, the competency-based approach to organizing the process of training modern pharmacists comes to the fore. One of the effective tools for the formation of professional competencies in various educational fields is the case study method. Case study is a training method based on the analysis of real situations from various areas of professional activity and contributing to the development of specialist competency. The competency-based orientation of the case study method is in line with modern ideas about the organization of the educational process for the training of pharmacists. The case study method is actively used in the process of teaching disciplines of the curriculum of the Federal State Budget Educational Establishment of Higher Education KubGMU of the Ministry of Health of Russia, specialty 33.05.01 Pharmacy. Examples of case study tasks as educational technology are presented in the work programs of the curriculum disciplines of the specialty 33.05.01 Pharmacy developed at the Department of Pharmacy. Depending on the content of the taught discipline, these tasks simulate a particular situation from the professional activities of pharmacists, offered to students for a comprehensive analysis and evaluation. The use of this educational technology contributes to the integration of knowledge, skills acquired in the learning process and their competency-based profiling in accordance with the current level of development of domestic health care.

Perceptions of the feedback process: a case study of veterinary residents and supervisors

2020 ◽  
Vol 187 (11) ◽  
pp. 449-449
Author(s):  
Karen Lisette Perry ◽  
Molly Frendo Londgren ◽  
Claire Vinten
Keyword(s):  
Clinical Performance ◽  
Good News ◽  
Study Cohort ◽  
Feedback Process ◽  
Semistructured Interviews ◽  
Residency Programme ◽  
Competency Based ◽  
Culture Development ◽  
Feedback Delivery

BackgroundAppraisal of resident clinical performance is critical during training. The most common method for this is feedback to residents based on impressions of supervising clinicians. How effective these practices are for veterinary residents remains unknown. This study focused on establishing perceptions of veterinary residents and supervisors regarding the feedback process.MethodsA qualitative case study format was chosen to investigate the perceptions and experiences within a well-developed residency programme. The study cohort consisted of veterinary residents and supervisors from the same specialties. Qualitative data were collected through individual semistructured interviews continuing iteratively until theoretical saturation was reached (14 in total).ResultsMismatches in resident and supervisor perceptions were evident regarding positive feedback delivery and the importance of dialogue. The nature of the resident/supervisor relationship and the efficacy of feedback were closely interlinked. The development of a feedback-friendly culture would be beneficial. Residents perceived that feedback on teaching was lacking. Milestones were perceived to be lacking.ConclusionThe results highlight a need for change away from the ‘no news is good news’ culture. Development of training workshops, formation of closer relationships between supervisors and residents, and a transition to competency-based education may be necessary.

scholarly journals A collective case study of supervision and competence judgments on the inpatient internal medicine ward

2021 ◽  
Author(s):  
Tristen Gilchrist ◽  
Rose Hatala ◽  
Andrea Gingerich
Keyword(s):  
Internal Medicine ◽  
Clinical Supervision ◽  
Clinical Teaching ◽  
Senior Resident ◽  
Structured Interviews ◽  
Collective Case Study ◽  
Teaching Unit ◽  
Competency Based ◽  
Trainee Competence

Abstract Introduction Workplace-based assessment in competency-based medical education employs entrustment-supervision scales to suggest trainee competence. However, clinical supervision involves many factors and entrustment decision-making likely reflects more than trainee competence. We do not fully understand how a supervisor’s impression of trainee competence is reflected in their provision of clinical support. We must better understand this relationship to know whether documenting level of supervision truly reflects trainee competence. Methods We undertook a collective case study of supervisor-trainee dyads consisting of attending internal medicine physicians and senior residents working on clinical teaching unit inpatient wards. We conducted field observations of typical daily activities and semi-structured interviews. Data was analysed within each dyad and compared across dyads to identify supervisory behaviours, what triggered the behaviours, and how they related to judgments of trainee competence. Results Ten attending physician-senior resident dyads participated in the study. We identified eight distinct supervisory behaviours. The behaviours were enacted in response to trainee and non-trainee factors. Supervisory behaviours corresponded with varying assessments of trainee competence, even within a dyad. A change in the attending’s judgment of the resident’s competence did not always correspond with a change in subsequent observable supervisory behaviours. Discussion There was no consistent relationship between a trigger for supervision, the judgment of trainee competence, and subsequent supervisory behaviour. This has direct implications for entrustment assessments tying competence to supervisory behaviours, because supervision is complex. Workplace-based assessments that capture narrative data including the rationale for supervisory behaviours may lead to deeper insights than numeric entrustment ratings.

Sign in / Sign up

Export Citation Format

Share Document