Intersecting Roadmaps: Resolving Tension Between Profession-Specific and University-Wide Graduate Attributes

Can we map university-wide graduate attributes to specific program requirements? Can we develop and manage an integrated assessment process? In this article, we present a seven-month long project where we attempted to map generic university graduate attributes (UGAs) to required engineering program graduate attributes in a large Canadian research institution. The purpose of the project was to explore the intersection of the UGAs with engineering graduate attributes, evaluate the accreditation process, develop a mapping process, and examine management strategies for assessing both sets of graduate attributes, all the while keeping the continual improvement process attractive to students, instructors, and administrators. Using a modified dialectical inquiry, two groups worked on the mapping process: one from engineering, the other from social sciences (Education and Arts), to ensure objectivity of comparison. Both forward and backward mapping took place. Results demonstrated that, although generic, UGAs may not necessarily capture specific professional program graduate attributes. The study also highlighted the need for more revisions and updates of UGAs by including various stakeholders who can substantially contribute to the implementation and assessment of UGAs.

Attainment of the Immediate Program Graduate Attributes and Learning Outcomes of Teacher Candidates towards Global Competence Initiatives

This paper focuses on assessing the immediate program graduate attributes and learning outcomes for the teacher preparation towards global competence initiatives. It describes the students' retrospection, which will serve as a basis for the program's strategic enhancement. This study employed a descriptive survey of 75 teacher candidates in the Philippines. Findings revealed that the top five highest program graduate attributes are lifelong learner, responsive teacher, ethical educator, subject matter expert, and multi-literate educator. Simultaneously, the bottom five are effective communicator, value-laden educator, instructional material developer, classroom manager, assessor and evaluator, and curriculum planner and implementer. Grade in experiential learning courses spelled the difference in the acquisition of graduate attributes. Implying that students with high academic performance perceived themselves to have a high level of acquisition of the Immediate Graduate Attributes (IGA). Retrospection of the respondents showed excellent satisfaction with the research and extension services, educational counseling program, and the instructors and professors' qualities while family and relatives were influential in choosing teaching as career preparation. Finally, parents' satisfaction and geographic locations are important factors that affect the teacher education program enrollment. This study will serve as reference in designing teacher education initiatives towards internationalization.

Pancasila and Civic Education Learning by Non Pancasila and Civic Education Program Graduate

This study aims to (1) find out planning and understanding of learning by Non Pancasila and Civic Education Program Graduate (2) to find out the learning done by Non Pancasila and Civic Education Program Graduate (3) In order to know the obstacles faced by Pancasila and Civic Education teachers by Non Pancasila and Civic Education Program Graduate. The research used in this case uses qualitative research methods through interview techniques with sources in which there are vice principals in the field of curriculum, the teacher concerned from the school under study. The results obtained in this study are, there are teachers who teach Pancasila and Civic Education are graduate Teacher of Pancasila and Civic Education Study Program, Sociologists, and there are Bachelor of Laws. The teacher also experiences many difficulties in delivering the material in class. Students are shaken up by boredom because the teacher's teaching style is monotonous with lectures and memorization, moreover Pancasila and Civic Education has memorized the constitution material which makes students lazy to follow the learning process. From the results of this research, schools must also have a role in equipping Non Pancasila and Civic Education Program Graduate with adequate learning resources so that teachers have thorough preparation before entering class. Teachers must also be able to overcome obstacles that occur in the classroom so that an interactive learning process occurs with students so that Pancasila and Civic Education subjects do not become a scourge for them.

STRUKTURAL ANALISIS MODEL PROSES PEMBELAJARAN DENGAN PENDEKATAN KEPUASAN LULUSAN: STUDI KASUS PADA TRACER STUDY PROGRAM STUDI ADMINISTRASI BISNIS

<p><em>The current study was conducted to increase of our understanding of factors that influence </em><em>distinctiveness of the curriculum as</em><em> efforts to maintain and improve the quality of education in study program graduate of Business Administration.</em><em> An extensive review of the existing literature was used to identify 32 factors that Affect </em><em>quality of education</em><em> and Alumni satisfaction. </em><em>Data or a questionnaire distributed to 133 graduates study program graduate of Business Administration Department of Business Administration Polytechnic State Semarang. Of the 133 questionnaires distributed were returned as many as 124, and 9 questionnaires are not returned by the target date. The analysis of 124 questionnaires there are 13 questionnaires that occurred outlier. So the data or questionnaires that can be used for the study were as many as 111 questionnaires</em><em>. Results from both the qualitative and quantitative phases of the current study demonstrated that 32 factors that Affect </em><em>quality of education</em><em> and Alumni satisfaction can be clustered into three basic process. </em><em>First,</em><em> based on the results of data analysis showed that the acquisition of specialized expertise is the key or most dominant variable</em><em>,</em><em> Second, </em><em>results demonstrate mastery of tools and technology are the two variables that affect the realization of graduate satisfaction. Third, the results of data analysis showed that the formation of character and behavior of the third element in increasing the satisfaction of graduates through the value of the learning process</em><em> The sectors in which the alumni </em><em>study program graduate of</em><em> </em><em>Business Administration </em><em>were not completely representative of reviews their year of graduation and geographical region. The findings suggest that, in order to increase of satisfaction </em><em>study program graduate of Business Administration</em><em>, Then focus on </em><em>mastery of special skills is the most dominant variable that can affect the value of the learning process</em><em>, </em><em>This is a strength </em><em>study program graduate of Business Administration</em><em>, then the advice and recommendation is to maintain and emphasize the element of learning output is -unsur formed on the entire course, which relate directly and indirectly to the mastery of special skills in administration.</em><em> </em><em>This study contributes to the body of knowledge on the</em><em> value of the learning process.</em><em></em></p>

CDIO Standards Implementation and Further Development in Russia

Russian experience in the implementation of CDIO (conceive, design, implement, operate) standards for modernization of BEng programs focused on graduate training for complex engineering activity are considered. The CPD program “Applying CDIO Standards in Engineering Education” for managers and faculty staff at Russian HEIs is described. Further development of the CDIO concept for MSc and PhD engineering programs design are discussed taking into account the priorities of innovative and research engineering activities. The FCDI (forecast, conceive, design, implement) standards focused on MSc program graduate training for innovative engineering activity and FFCD (foresight, forecast, conceive, design) standards focused on PhD program graduate training for research engineering activity are presented.