scholarly journals Flip this House: The Structural Renovation of a Baccalaureate Health Studies Degree Program

2020 ◽  
Vol 35 (1) ◽  
Author(s):  
Karen Doyle ◽  
Janice Putnam ◽  
David Kreiner
Keyword(s):  
Degree Program ◽  
Lessons Learned ◽  
Degree Programs ◽  
New Ideas ◽  
Health Studies

The purpose of this article is to provide other Health Studies (HS) degree programs with new ideas and lessons learned on how to flip their own house. An effective house-flipping begins with what needs the house should fulfill, leading to a vision and a design. The HS degree revision began with consideration of the nature of the field, leading to formulation of a program vision and mission. Specific decisions about program goals, course requirements, and program branding then flowed from those higher-level decisions. This time-consuming and challenging process resulted in a program with a defined purpose.

scholarly journals Creating Interactive and Engaging Online AT Degree Programs: Lessons Learned

2014 ◽  
Vol 6 ◽  
Author(s):  
Anya Evmenova ◽  
Yoosun Chung ◽  
Emily Fallings ◽  
Cindy George ◽  
Marci Kinas Jerome ◽  
...  
Keyword(s):  
Lessons Learned ◽  
Degree Programs

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.

Five Years Later: Are Accelerated, Second-Degree Program Graduates Still in the Workforce?

2013 ◽  
Vol 10 (1) ◽  
pp. 203-208 ◽  
Author(s):  
Deborah A. Raines
Keyword(s):  
Retrospective Study ◽  
Degree Program ◽  
Large Percentage ◽  
Degree Programs ◽  
Advanced Degrees ◽  
Work Activities ◽  
Second Degree

AbstractThis retrospective study explores the work activities of graduates from an accelerated, second-degree BSN program. There is documented growth in the number of accelerated, second-degree programs and the number of graduates from these programs. However, there are no published studies of whether or not these graduates are members of the workforce 5 years following graduation. This retrospective study found that the majority of the graduates are employed in nursing, and a large percentage have earned or are pursuing advanced degrees in nursing.

scholarly journals Ecosystem considerations in Alaska: the value of qualitative assessments

2016 ◽  
Vol 74 (1) ◽  
pp. 421-430 ◽  
Author(s):  
Stephani G. Zador ◽  
Kirstin K. Holsman ◽  
Kerim Y. Aydin ◽  
Sarah K. Gaichas
Keyword(s):  
Fisheries Management ◽  
Ecosystem Approach ◽  
Lessons Learned ◽  
Report Cards ◽  
Qualitative Synthesis ◽  
Unexpected Events ◽  
Predictive Capacity ◽  
New Information ◽  
New Ideas ◽  
Selection Of

The application of ecosystem considerations, and in particular ecosystem report cards, in federal groundfish fisheries management in Alaska can be described as an ecosystem approach to fisheries management (EAFM). Ecosystem information is provided to managers to establish an ecosystem context within which deliberations of fisheries quota occur. Our goal is to make the case for the need for qualitative ecosystem assessments in EAFM, specifically that qualitative synthesis has advantages worthy to keep a permanent place at the fisheries management table. These advantages include flexibility and speed in responding to and synthesizing new information from a variety of sources. First, we use the development of indicator-based ecosystem report cards as an example of adapting ecosystem information to management needs. Second, we review lessons learned and provide suggestions for best practices for applying EAFM to large and diverse fisheries in multiple marine ecosystems. Adapting ecosystem indicator information to better suit the needs of fisheries managers resulted in succinct report cards that summarize ecosystem trends, complementing more detailed ecosystem information to provide context for EAFM. There were several lessons learned in the process of developing the ecosystem report cards. The selection of indicators for each region was influenced by geography, the extent of scientific knowledge/data, and the particular expertise of the selection teams. Optimizing the opportunity to qualitatively incorporate ecosystem information into management decisions requires a good understanding of the management system in question. We found that frequent dialogue with managers and other stakeholders leads to adaptive products. We believe that there will always be a need for qualitative ecosystem assessment because it allows for rapid incorporation of new ideas and data and unexpected events. As we build modelling and predictive capacity, we will still need qualitative synthesis to capture events outside the bounds of current models and to detect impacts of the unexpected.

Assessing core manipulative skills in a large, first-year laboratory

2007 ◽  
Vol 31 (3) ◽  
pp. 266-269 ◽  
Author(s):  
Roger W. Moni ◽  
Deanne H. Hryciw ◽  
Philip Poronnik ◽  
Lesley J. Lluka ◽  
Karen B. Moni
Keyword(s):  
Undergraduate Students ◽  
Human Movement ◽  
Degree Program ◽  
Digital Data ◽  
First Year ◽  
Degree Programs ◽  
Bachelor Of Science ◽  
Core Skills ◽  
Science Degree ◽  
Undergraduate Programs

Responding to the concern from our faculty that undergraduate students do not have robust laboratory skills, we designed and implemented a strategy to individually teach and assess the manipulative skills of students in first-year laboratories. Five core laboratory skills were selected for the course entitled Human Biology, a large, first-year class of students, most of whom were enrolled in Bachelor of Pharmacy and Human Movement Studies. Here, we report details for the 365 students enrolled primarily in Pharmacy and Human Movement Studies bachelor degree programs in semester 1 of 2006. We designed a specific strategy to assess five core laboratory skills: 1) accurate and precise use of a micropipette, 2) calculation of dilutions and preparation of diluted samples of saline, 3) accurate representation of data using a graph, 4) use of a light microscope, and 5) acquisition of digital data by measuring the latent period for the Achilles reflex. Graduate tutors were trained to teach and assess each student on each skill. The development of competency was tracked for all students across all five skills. Most students demonstrated proficiency on their first attempt. The development of proficiency across the core skills depended on both the skill and degree program. In semester 2 of 2006, 854 students mostly enrolled in the Bachelor of Science degree program and were similarly taught and assessed on the same five core skills. This approach was an effective teaching and assessment strategy that, when applied beyond first year, should increase the level of laboratory skills across undergraduate programs in physiology.

A Conceptual Model for Public Health Education in Podiatric Medicine

2001 ◽  
Vol 91 (9) ◽  
pp. 488-495 ◽  
Author(s):  
Arthur E. Helfand ◽  
Alice J. Hausman
Keyword(s):  
Public Health ◽  
Health Education ◽  
Conceptual Model ◽  
Clinical Education ◽  
Public Health Education ◽  
Degree Program ◽  
Department Of Health ◽  
Professional Degree ◽  
Health Studies ◽  
Dual Degree

This article discusses the need for and the advantages of a dual degree program between podiatric medicine and public health. The authors expand on the existing program for public health education at the first professional degree level to include a conceptual model for a dual degree program developed at Temple University’s Department of Health Studies, through the Graduate School and the School of Podiatric Medicine. The model combines didactic and clinical education at the graduate level to ensure that clinicians involved in determining health policy are prepared to represent the profession in the restructuring of the health-care system. (J Am Podiatr Med Assoc 91(9): 488-495, 2001)

scholarly journals The Making of a Successful Analytics Master Degree Program

2017 ◽  
Vol 8 (2) ◽  
pp. 1-16
Author(s):  
Michelle LF Cheong
Keyword(s):  
Information Systems ◽  
Design Process ◽  
Degree Program ◽  
Research Assessment ◽  
Degree Programs ◽  
Business Analytics ◽  
Master Program ◽  
Master Degree ◽  
Clear Vision ◽  
Landscape Research

Singapore Management University's School of Information Systems is a young school within a young and small university in Asia. Being young and small, establishing a successful analytics master degree program required extensive landscape research, assessment of its own strengths and weaknesses, having a committed team, and having a clear vision to meet the ever-changing needs of the industry. The Master of IT in Business (Analytics) program, established since 2011, has grown from an annual intake of 16 to 128 students in six years. This article attempts to describe the design process, challenges faced, decisions made, and the key actions taken, which resulted in an extremely successful analytics master program. The experiences and lessons drawn can become valuable references for other universities who are also planning to launch analytics master degree programs. The article also summarizes the 11 key takeaways which can be used as a strategic guideline.

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.

scholarly journals Critical Issues and Lessons Learned in Establishing Concurrent International M.S. Degree Programs in Engineering Technology

2020 ◽  
Author(s):  
Michael Dyrenfurth ◽  
Mike Murphy ◽  
Gary Bertoline ◽  
Robert Herrick ◽  
Kathryne Newton ◽  
...  
Keyword(s):  
Lessons Learned ◽  
Degree Programs ◽  
Engineering Technology ◽  
Critical Issues
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