Gauging academic growth of bachelor degree recipients: Longitudinal vs. self-reported gains in general education

The experience of the Department of Physics of SSUGT, as a general education department, in the field of implementing the elements of project-based learning in the educational process is analyzed. The possibilities of transition from micro- and mini-projects to full-scale projects by opening its own bachelor degree program are considered.

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Information Technology Model Curricula Analysis

Challenges of Information Technology Education in the 21st Century ◽

10.4018/978-1-930708-34-1.ch012 ◽

2011 ◽

pp. 222-239 ◽

Cited By ~ 2

Author(s):

Anthony Scime

Keyword(s):

Information Technology ◽

Graduate School ◽

Career Paths ◽

Career Path ◽

Project Manager ◽

Bachelor Degree ◽

Practical Education ◽

Systems Analyst ◽

Degree Recipients

Most information technology (IT) bachelor degree recipients get jobs after graduation, rather than attend graduate school (Freeman & Aspray, 1999). They enter the workforce because of the tremendous demand for the IT skilled professionals. This means students (and employers) are looking for a practical rather than a theoretical education to fill the computing careers. Such a practical education necessitates a variety of approaches to work in various computing careers. “The traditional career path of programmer to systems analyst to project manager and eventually to IS manager” no longer holds (Urquhart, Perez, Rhoden & Lamp, 1996). With many career paths there is a need for varying academic tracts to start students in their careers.

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AAC and the IEP

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac18.2.65 ◽

2009 ◽

Vol 18 (2) ◽

pp. 65-70 ◽

Cited By ~ 1

Author(s):

Robin Hurd

Keyword(s):

General Education ◽

Special Education Teachers ◽

Team Member ◽

General Education Teachers ◽

Students With Special Needs ◽

Speech Language Pathologist ◽

Inclusion Classroom ◽

Communication Needs ◽

State Educational ◽

Iep Team

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.

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Helping the General Education Team Support Students Who Use AAC

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac21.3.82 ◽

2012 ◽

Vol 21 (3) ◽

pp. 82-91 ◽

Cited By ~ 2

Author(s):

Carole Zangari

Keyword(s):

Academic Achievement ◽

General Education ◽

Communication Skills ◽

Communication Systems ◽

General Education Teachers ◽

Practice Opportunities ◽

Support Students ◽

Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

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Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac19.4.100 ◽

2010 ◽

Vol 19 (4) ◽

pp. 100-107 ◽

Cited By ~ 1

Author(s):

Lindsay Kessel ◽

Linda Sue Sickman

Keyword(s):

Elementary Education ◽

General Education ◽

Augmentative And Alternative Communication ◽

General Education Teachers ◽

Classroom Teachers ◽

Education Majors ◽

Alternative Communication ◽

Elementary Education Majors ◽

Education Major ◽

Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

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