A Practical Exploration of Cybersecurity Faculty Development With Microteaching

2022 ◽  
pp. 477-490
Author(s):  
Darrell Norman Burrell ◽  
Ashley Dattola ◽  
Maurice E. Dawson ◽  
Calvin Nobles
Keyword(s):  
Quality Improvement ◽  
Faculty Development ◽  
Growth And Development ◽  
Professional Experience ◽  
Teaching Approaches ◽  
Great Ease ◽  
Use Of Assessment ◽  
Development Methods ◽  
The Way

The growth and development of cybersecurity jobs and careers have created a need for new skilled faculty that can effectively teach the appropriate content to students at all levels. Often instructors are hired based on their academic credentials and professional experience without the use of assessment and faculty development methods to discover if these instructors can teach effectively or even improve the way they teach. Effective instructors have the ability constructively adjust teaching approaches when students are excelling or struggling based on skillful observation and constant assessment. If a student learns something with great ease, perhaps that approach would be of benefit to others. Part of what helps novices develop expertise here is their explicit attempt to understand how and why something works for students. The implementation and use of microteaching can provide a quality improvement approach to help cybersecurity instructors on all levels improve their ability to teach effectively.

A Practical Exploration of Cybersecurity Faculty Development With Microteaching

2019 ◽  
Vol 1 (1) ◽  
pp. 32-44
Author(s):  
Darrell Norman Burrell ◽  
Ashley Dattola ◽  
Maurice E. Dawson ◽  
Calvin Nobles
Keyword(s):  
Quality Improvement ◽  
Faculty Development ◽  
Growth And Development ◽  
Professional Experience ◽  
Teaching Approaches ◽  
Great Ease ◽  
Use Of Assessment ◽  
Development Methods ◽  
The Way

The growth and development of cybersecurity jobs and careers have created a need for new skilled faculty that can effectively teach the appropriate content to students at all levels. Often instructors are hired based on their academic credentials and professional experience without the use of assessment and faculty development methods to discover if these instructors can teach effectively or even improve the way they teach. Effective instructors have the ability constructively adjust teaching approaches when students are excelling or struggling based on skillful observation and constant assessment. If a student learns something with great ease, perhaps that approach would be of benefit to others. Part of what helps novices develop expertise here is their explicit attempt to understand how and why something works for students. The implementation and use of microteaching can provide a quality improvement approach to help cybersecurity instructors on all levels improve their ability to teach effectively.

The Fundamentals of the Clinical Fellowship Experience

2016 ◽  
Vol 1 (11) ◽  
pp. 81-85
Author(s):  
Melanie Hudson
Keyword(s):  
Growth And Development ◽  
Transition Period ◽  
Clinical Skills ◽  
Practical Experience ◽  
Professional Experience ◽  
New Graduate ◽  
Independent Practitioner

The Clinical Fellowship Experience is described by the American Speech-Hearing-Language Association (ASHA) as the transition period from constant supervision to independent practitioner. It is typically the first paid professional experience for the new graduate, and may be in a setting with which the new clinician has little or even no significant practical experience. The mentor of a clinical fellow (CF) plays an important role in supporting the growth and development of this new professional in areas that extend beyond application of clinical skills and knowledge. This article discusses how the mentor may provide this support within a framework that facilitates the path to clinical independence.

Building Learning Communities for Faculty

1998 ◽  
Vol 2 (6) ◽  
pp. 22-24
Author(s):  
Jodi H. Levine
Keyword(s):  
Faculty Development ◽  
Learning Communities ◽  
Learning Community ◽  
Colleges And Universities ◽  
Dynamic Learning ◽  
Temple University ◽  
Teaching Team ◽  
Daunting Challenge ◽  
The Way

As at most colleges and universities, when faculty at Temple University are asked to join with other faculty to teach a “learning communities” course, they are faced with the daunting challenge of changing the way they teach. To help them meet this challenge, Temple University engages in a number of faculty development activities, the goal of which is to have faculty come together in a dynamic learning community—a teaching team—in which they can work out the best approaches for involving students in their own learning.

Problem- and case-based scenarios in teaching instrumental analytical chemistry: A two-level approach to trialling

2021 ◽  
Vol 2021 (January) ◽  
pp. 51-63
Author(s):  
Konstantin Luzyanin
Keyword(s):  
Analytical Chemistry ◽  
Technological Development ◽  
Teaching Approaches ◽  
Academic Teaching ◽  
Step Model ◽  
New Curriculum ◽  
Case Based Learning ◽  
Learning Scenarios ◽  
Case Based ◽  
The Way

Rapid technological development introduced dramatic changes in teaching analytical chemistry. While instruction of core analytical chemistry continues to be of significance, implementation of additional applied approaches helps to bridge the gap between the theoretical nature of academic teaching, and a practical way typical for employment. Although the use of problem- and case-based learning scenarios in chemistry have shown to be beneficial, evidence of their application for the teaching of instrumental analytical subjects remains limited. One of the main concerns in developing new curriculum disciplines involving problem- and case-based learning regards the way of testing these teaching approaches before implementation. In this report, we introduce a two-step model for trialling of problem- and case-based scenarios for the teaching of applied analytical chemistry, which was helpful in the development of several chemistry modules for both undergraduate and postgraduate curricula.

Positive and Negative Innovations in Software Engineering

2012 ◽  
pp. 252-263
Author(s):  
Capers Jones
Keyword(s):  
Software Engineering ◽  
Software Development ◽  
Productivity Costs ◽  
Software Applications ◽  
Project Outcomes ◽  
The World ◽  
Development Methods ◽  
Software Development Methods ◽  
The Way

The software engineering field has been a fountain of innovation. Ideas and inventions from the software domain have literally changed the world as we know it. For software development, we have a few proven innovations. The way software is built remains surprisingly primitive. Even in 2008 major software applications are cancelled, overrun their budgets and schedules, and often have hazardously bad quality levels when released. There have been many attempts to improve software development, but progress has resembled a drunkard’s walk. Some attempts have been beneficial, but others have been either ineffective or harmful. This article puts forth the hypothesis that the main reason for the shortage of positive innovation in software development methods is due to a lack of understanding of the underlying problems of the software development domain. A corollary hypothesis is that lack of understanding of the problems is due to inadequate measurement of quality, productivity, costs, and the factors that affect project outcomes.

Evaluation of Arab Municipal Websites

2011 ◽  
pp. 51-65
Author(s):  
Hana Abdullah Al-Nuaim
Keyword(s):  
Wireless Networks ◽  
Growth And Development ◽  
High Speed ◽  
Public Services ◽  
Government Agencies ◽  
Immediate Feedback ◽  
Web Based ◽  
Basic Services ◽  
The Way

High speed wireless networks and mobile and web-based services are changing the way we, as consumers of information, communicate, learn, do business and receive services. Successful e-commerce models have raised the expectations of citizens to have government agencies and organizations provide public services that are timely and efficient. With the growth and development of Arab cities, especially in the capitals, life becomes a little bit harder for citizens dealing with highly bureaucratic government agencies as their demands for basic services increase. Although e-readiness in the region has grown considerably with impressive progress, Arab cities have been clearly absent from studies on worldwide e-municipal websites. In this study, an evaluation checklist for was used to evaluate official municipal websites of Arab capitals. The study found that these websites were not citizen centered, suffered from fundamental problems, had some features that were inoperable and did not follow basic guidelines for any municipal website. These sites were dominated by aesthetics and technical novelties alone, providing inactive information rather than the inclusion of interactive e-services with immediate feedback and easy to use, navigable interfaces.

Fundamentals of Learning Theories

2011 ◽  
pp. 347-352 ◽  
Author(s):  
Victor X. Wang
Keyword(s):  
Critical Thinking ◽  
Transformative Learning ◽  
Learning Theory ◽  
Growth And Development ◽  
Learning Theories ◽  
Self Reflection ◽  
Effective Learning ◽  
Self Actualization ◽  
How People Learn ◽  
The Way

Humans have different interpretations of learning theories and different beliefs about how people learn. All these beliefs may come from personal experience, self-reflection, observation of others, and through the experience of trying to teach or persuade someone else to your way of thinking. In a nutshell, everyone keeps learning every waking minute, using different learning theories. In democratic cultures, people may prefer critical thinking as an effective learning theory whereas in authoritarian cultures, people may like rote learning or memorization as an effective learning theory. It is extremely difficult to determine which learning theories are better than others because people are engaged in informal or formal learning to change the way they see themselves, change the way they see other people, and change the way they see situations (Cramer & Wasiak, 2006). All these learning theories are valuable in guiding one’s action in a particular culture, subculture, or even a particular setting. Although scholars have different interpretations of learning theories, the goal of any learning theory is the same. For example, Merriam (2004) explains a learning theory as leading to learners’ growth and development. Mezirow explains the theory of transformative learning as helping learners achieve perspective transformation. Maslow considers the goal of learning to be self-actualization: “the full use of talents, capacities, potentialities, etc.” (p. 150). Some learning theories such as the theory of andragogy encourage learners to be self-directed in learning whereas other theories emphasize the roles of teachers as information transmitters instead of learning facilitators, thus placing learners at the feet of master professors.

Managing the Environment in a Sea Change Community: Impacts and Issues on the Capricorn Coast

2008 ◽  
Vol 15 (1) ◽  
pp. 67-83 ◽  
Author(s):  
Mike Danaher
Keyword(s):  
Growth And Development ◽  
Coastal Environment ◽  
Limits To Growth ◽  
Community Impacts ◽  
Accelerated Growth ◽  
The Way

In 2004, the National Sea Change Taskforce (NSCT) was established in response to the way in which accelerated growth and development in sea change communities is negatively impacting on those areas' ecology, society and economy. The NSCT is a collective of more than 68 council planners from around Australia charged with working collaboratively with state and federal tiers of government to develop policies that will protect the coastal environment and establish sustainable limits to growth.

scholarly journals Projeto Horta Viva na escola

2019 ◽  
Vol 40 ◽  
pp. 148
Author(s):  
Jaqueline Rambo Anschau ◽  
Bianca Motta Dolianitis ◽  
Gabriel Cogo Pagliarin ◽  
Janessa Aline Zappe ◽  
Rosana Santos de Moraes ◽  
...  
Keyword(s):  
High School ◽  
Early Childhood ◽  
Growth And Development ◽  
Rio Grande ◽  
The State ◽  
Rio Grande Do Sul ◽  
Healthy Foods ◽  
Vegetable Gardens ◽  
Great Ease ◽  
Natural Foods

The presence of vegetable gardens in schools is increasingly uncommon due to the great ease and practicality of the use of industrialized products to feed students, which causes the devaluation of natural foods and the growing disinterest of children for using vegetables in food. However, the use of vegetables is of great importance for the nutritional development of children who are growing. Therefore, with the present work, the objective was to implement gardens in schools of Early Childhood, Elementar School and High School. During the year 2017 the project was developed in four schools in different locations in Novo Cabrais, Cachoeira do Sul and Santiago, in the state of Rio Grande do Sul. An informative lecture was held dealing with information about the preparation of the gardens and importance of the consumption of healthy foods. At the end of the development of the project, it was possible to observe how satisfactory and relevant it was for each of the students, regardless of age, to help planting the seedlings, to observe the growth and development of each plan. 

scholarly journals Quality improvement initiative: improving proportion of preterm infants on mothers only milk at the time of discharge

2019 ◽  
Vol 6 (6) ◽  
pp. 2334
Author(s):  
Sumandeep Kaur ◽  
Gurmeet Kaur ◽  
H. C. L. Rawat ◽  
Prajjwal Bansal ◽  
Amanpreet Sethi
Keyword(s):  
Quality Improvement ◽  
Birth Weight ◽  
Preterm Infants ◽  
Growth And Development ◽  
Newborn Care ◽  
Kangaroo Mother Care ◽  
Baseline Data ◽  
Quality Improvement Initiative ◽  
Intervention Phase ◽  
Level 3

Background: Availability of mothers only milk (MOM) for preterm infants is a boon for their growth and development. Authors found that in our Special Newborn Care Unit (SNCU), the availability of MOM was very less with excessive use of formula feed. So, authors planned a quality improvement (QI) study to improve availability of MOM for preterms in level 3 SNCU catering to both in-born and out-born neonates.Methods: Authors aimed to improve availability of MOM to preterm infants admitted in SNCU from the current 10% to 80% at day 7 of admission over a period of 8 weeks. Authors included preterm and mother dyads with <34 weeks of gestation or having birth weight <1800 gm. and likely to stay in SNCU for at least a week. For this initiative a QI team was formed. Baseline data was collected for a period of 3 weeks and analysis was performed of various constrains in providing MOM to preterms was later an interventional package was implemented which included counselling to mothers, Kangaroo mother care (KMC), demonstration of milk expression techniques. Intervention phase was implemented for the period of 8 weeks followed by sustenance phase for 2 months.Results: Proportion of preterm infants on MOM increased from 10% to 81% during intervention phase at day 7 of admission and remained 66% during sustenance phase.Conclusion: QI initiative has the potential to bring a tremendous change in making mothers milk available to both inborn and out-born preterms. With existing resources simple interventions can increase availability of MOM to preterm infants.

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