Building an evaluation framework for a competency-based graduate program at the University of Southern Mississippi

2007 ◽  
Vol 47 (1) ◽  
pp. 26-36 ◽  
Author(s):  
Cyndi H. Gaudet ◽  
Heather M. Annulis ◽  
John J. Kmiec
Keyword(s):  
Graduate Program ◽  
Evaluation Framework ◽  
University Of Southern Mississippi ◽  
Competency Based ◽  
The University

UPAYA MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR MAHASISWA MELALUI PENERAPAN MODEL PEMBELAJARAN INKUIRI PADA MATA KULIAH KONSEP DASAR IPA 2 DI PROGRAM STUDI PENDIDIKAN GURU SEKOLAH DASAR TAHUN AKADEMIK 2013/2014

2014 ◽  
Vol 3 (1) ◽  
pp. 23
Author(s):  
Mahmud Alpusari
Keyword(s):  
Initial Data ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Learning Activities ◽  
Simple Experiment ◽  
Competency Based ◽  
Basic Concepts ◽  
Using Data ◽  
The University ◽  
Daily Test

In line with the competency-based curriculum at the University of Riau, the effort to improvelearning basic concepts of science 2 courses puts emphasis on understanding the concept ofmatter, which is based on students' learning activities through scientific inquiry.Implementation of action research consists of two cycles in PGSD JIP University of Riau onthe odd semester of 2013/2014 with 55 third semester students. Based on the research results,lecturing process by applying the model of inquiry learning, students’ activity increased inwhich in the first cycle all activities are good category except activity I and II are faircategory. Meanwhile students’ activity in first and fourth in cycle II is good category, andvery good category in second, third, fifth, and sixth activity. Temporarily student’s learningoutcomes increased from pre-tests with an average65.45 into 77,0 in daily test I and 77.45onthe daily test II. Improvement from initial data to the first cycle was 11.55, while the datafrom the beginning to the second cycle increased 12 points. In general the improvement ofstudents’learning is possible because the learning model used is inquiry learning so thatlearning becomes active which centered into students by presenting a problem, then studentsare asked to carry out a simple experiment using equipment and tools, using data, arrangingreports, communicating the results of observations based on concepts and learned principles.Keywords: Inquiry, students’ activity, learning outcomes.

Promoting Fundamental Clinical Skills: A Competency-Based College Approach at the University of Washington

2005 ◽  
Vol 80 (5) ◽  
pp. 423-433 ◽  
Author(s):  
Erika A. Goldstein ◽  
Carol F. MacLaren ◽  
Sherilyn Smith ◽  
Terry J. Mengert ◽  
Ramoncita R. Maestas ◽  
...  
Keyword(s):  
Clinical Skills ◽  
University Of Washington ◽  
Competency Based ◽  
The University

scholarly journals METHODOLOGICAL APPROACHES TO THE DEVELOPMENT OF SOCIAL CREATIVE STUDENTS AT THE UNIVERSITY

2021 ◽  
pp. 66-74
Author(s):  
R.A. Litvak ◽  
◽  
Yu.G. Golubkova ◽  
K.S. Akhmetova ◽  
O.E. Kutepova ◽  
...  
Keyword(s):  
Creativity Development ◽  
The Social ◽  
Competency Based ◽  
Methodological Approaches ◽  
Social Creativity ◽  
The University

The article stresses the need for the development of social creativity among future social educators, the components of the structure of the social educators’ activities. The essence of the term “creativity” and its components are emphasized. The article points out the need to integrate various studies in the field of the development of social creativity of students and the problem of the methodological foundations of the social creativity development (acmeological, competency-based, information-communicative and cybernetic).

scholarly journals University extension and teacher training in Brazil: the Zoology Summer Course

2020 ◽  
Vol 11 (3) ◽  
pp. 315-330
Author(s):  
Karla D. Araujo Soares ◽  
Adriana Jeckel ◽  
Gabriel Silva ◽  
Victor Giovannetti ◽  
Kleber Mathubara
Keyword(s):  
Teacher Training ◽  
Graduate Students ◽  
Graduate Program ◽  
Sao Paulo ◽  
São Paulo ◽  
Postgraduate Students ◽  
University Teachers ◽  
College Professors ◽  
Academic Activities ◽  
The University

Teacher training in higher education has been relatively neglected in Brazilian universities because postgraduate programs are mainly focused on the research that students produce. However, these postgraduate students are expected to become the next university and college professors. Herein, we present the experience of the Zoology Summer Course, a university extension course organized by graduate students from the Zoology Graduate Program at the University of São Paulo, Brazil. This course was created aimed to provide graduate students with an opportunity to develop and practice their teaching skills. To understand the influences, motives, and legacy of the CVZOO on its organizers, we developed a questionnaire and evaluated the responses by focusing on elements of academic formation and prospects for a teaching career, using systematic content analysis procedures as parameters. Our results demonstrate the importance of CVZOO as a space of dialogue and interaction for professional teacher training, as well as an opportunity to exchange experiences and build professional identity. The course has also influenced other academic activities such as the organization of scientific events, mentoring experience, and publications. Lastly, we discuss the importance of teacher training in Brazilian graduate programs and propose initiatives to improve the training of future university teachers. Keywords: Graduation; Extension Course; Students; Biodiversity   Extensão universitária e formação docente no Brasil: o Curso de Verão em Zoologia   Resumo: A formação docente universitária tem sido bastante negligenciada em universidade brasileiras, uma vez que programas de pós-graduação focam majoritariamente na produção acadêmico-científica de seus alunos. No entanto, espera-se que os pós-graduandos sejam a próxima geração de professores universitários. Neste estudo, nós apresentamos a experiência do Curso de Verão em Zoologia da Universidade de São Paulo, Brasil. Este curso foi criado com o objetivo de proporcionar aos estudantes de pós-graduação a oportunidade de desenvolver e praticar suas habilidades para docência. No intuito de entender as influências, motivações e legado do CVZOO em seus organizadores, nós desenvolvemos um questionário e avaliamos as respostas buscando elementos da formação acadêmica e prospecção para a carreira docente, usando procedimentos de análise de conteúdo como parâmetros Os resultados demonstram a importância do CVZOO como um espaço de diálogo e interação com a prática docente bem como uma oportunidade para trocar experiências e construir uma identidade profissional. O curso tem influenciado em outras atividades acadêmicas, tais como organização de eventos científicos, orientação de alunos e publicações. Por fim, este artigo discute a importância da formação docente em programas de pós-graduação no Brasil e propõe algumas iniciativas para melhorar a formação dos futuros professores universitários. Palavras-chave: Pós-Graduação; Curso de Extensão; Estudantes; Biodiversidade

scholarly journals Psychological and pedagogical support for the professional formation of humanities profile students

2021 ◽  
Vol 113 ◽  
pp. 00030
Author(s):  
V.I. Volchkova ◽  
Z.I. Pavitskaya ◽  
T.K. Sagitdinova
Keyword(s):  
Professional Training ◽  
General System ◽  
Training And Education ◽  
Professional Career ◽  
Urgent Task ◽  
Competency Based ◽  
Humanities Students ◽  
The University ◽  
Empirical Material ◽  
Professional Formation

The article considers the need for psychological and pedagogical support for the professional formation of humanities students. It pays special attention not only to the acquired knowledge and skills in the process of studying at the university but also to the acquisition of professional skills and abilities. These abilities allow the student to identify him with the specialists of the chosen profession. The study of the problem of psychological and pedagogical support for the professional formation of students, as well as the development of certain aspects of the implementation of support programs at the university level, are at the stage of discussion and accumulation of empirical material in Russia. It becomes an urgent task to develop the trajectory of psychological and pedagogical support for students, which will allow them to realize higher needs in the field of training and education and build a more successful professional career. This article describes the stages of psychological and pedagogical support of professional formation (adaptation, identification, consulting). The aims, objectives and content of the defined stages are considered, based on which the trajectory of psychological and pedagogical support of professional formation is built. The trajectory was created using a competency-based approach included in the general system of integrated professional training. The effectiveness of the selected trajectory is verified by the means of various techniques.

KARST IN URBAN AREAS

2021 ◽  
Vol 2 (1) ◽  
pp. 1-13
Author(s):  
PHILIP VAN BEYNE ◽  
VANDA CLAUDINO-SALES ◽  
SAULO ROBERTO DE OLIVEIRA VITAL ◽  
DIEGO NUNES VALADARES
Keyword(s):  
Urban Areas ◽  
Graduate Program ◽  
The United States ◽  
South Florida ◽  
State University ◽  
William Morris ◽  
Important Data ◽  
The World ◽  
The Subject ◽  
The University

In its third edition, the “William Morris Davis – Journal of Geomorphology” presents its second interview with geographers, to head the “Interviews” section, which opens each published issue. This time, it is the first international interview, carried out with Professor Philip van Beynen, from the University of South Florida, in the United States. Professor Philip van Beynen was interviewed on the topic “Karst in Urban Areas”, and brings important data on the subject, with beautiful illustrations and with examples from all over the world. The interview took place on September 17, 2020, with the participation of Vanda de Claudino-Sales (Professor of the Academic Master in Geography at the State University of Vale do Acarau-UVA) and Saulo Roberto Oliveira Vital (Professor of the Department of Geography and the Post-Graduate Program in Geography at the Federal University of Paraiba - UFPB), and was transcribed by Diego Nunes Valadares, master's student on Geography at the Federal University of Rio Grande do Norte. Professor van Beynen was born in New Zealand, where he received his degree in Geography at the University of Auckland. He earned a master's degree from the same university, and a doctorate and post-doctorate from McMaster University, Canada. He has been a professor at the School of Geoscience at the University of South Florida since 2009, where he   has been developing research related to different components of karst environments. The interview shows his great expertise on the subject, and is very much worth to be read and seen even for those who are not specialists in karst.

Measuring What Matters

2017 ◽  
pp. 268-282 ◽  
Author(s):  
Aaron Brower ◽  
Sandra Kallio ◽  
Rebecca Karoff ◽  
Mark Mailloux ◽  
David Schejbal
Keyword(s):  
Student Success ◽  
Strategic Management ◽  
Subject Matter ◽  
Academic Goals ◽  
Competency Based Education ◽  
Direct Assessment ◽  
Management Of Resources ◽  
Competency Based ◽  
The University ◽  
What Matters

This chapter demonstrates that competency-based education requires a different set of student success metrics, and introduces the metrics framework developed by and for the University of Wisconsin's UW Flexible Option (UW Flex). UW Flex is a direct assessment competency-based self-paced model for earning degrees and certificates from institutions in the UW System. It was supported by a grant from Lumina Foundation to develop a competency-based education blueprint for success and includes a set of student-centric metrics meaningful to the model, the curriculum, and the students who are being served in Flex programs. The framework defines student success as students moving through programs at their own pace, demonstrating mastery of subject matter, and meeting academic goals. Program-level metrics aggregate each of these three student-level metrics to provide useful information about the success of a program. The authors also build the case that strategic management of resources is required to overcome challenges inherent in implementing the UW Flexible Option metrics framework.

Weaving Innovative Threads Together

2018 ◽  
pp. 22-35
Author(s):  
Judee Richardson
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Skill Levels ◽  
Competency Based Education ◽  
University Of Wisconsin ◽  
Societal Needs ◽  
Specific Performance ◽  
Competency Based ◽  
The University

In the United States, institutions of higher education have been under mounting pressure to improve. In part, this is due to increasingly high-priced academies producing graduates who possess skill levels that are out of sync with employer and societal needs. Added to this is the fact that the United States spends more than other countries to educate its citizens but continues to perform more poorly on comparative measures of literacy, math, reading, and science. To stay globally competitive, changes need to be made. Competency-based education has re-emerged and taken root as one way in which to educate students more effectively. By focusing on demonstrable learning outcomes and discipline-specific performance, competency-based education is changing the fabric of higher education. Based upon experiences garnered from the University of Wisconsin Flexible Option, this chapter presents some of the challenges encountered when developing this type of program within a longstanding traditional educational system.

Project TRAIN: Training Rural Area Interventionists to meet Needs

1993 ◽  
Vol 12 (1) ◽  
pp. 3-8
Author(s):  
Barbara J. Reid ◽  
Mary Bross
Keyword(s):  
Training Program ◽  
Rural Areas ◽  
Personnel Preparation ◽  
Evaluation Instrument ◽  
Federally Funded ◽  
University Of Wisconsin ◽  
Competency Based ◽  
Performance Based Evaluation ◽  
The University ◽  
Early Intervention Professionals

Project TRAIN is a federally funded, personnel preparation grant that is housed in the Early Childhood: Exceptional Educational Needs training program in the Department of Special Education at the University of Wisconsin-Whitewater. The grant, which was funded under time rural competition, provides preservice training at the graduate level for early intervention professionals interested in working in rural areas with infants and toddlers who have special needs and with the families of these children. This article includes a description of Project TRAIN in terms of rationale, purposes, and expected outcomes. The Project TRAIN competencies within the context of the roles and skills needed to provide quality intervention, and SIGNAL, which is a performance-based evaluation instrument for guiding professional development, are described. Additionally, the competency-based training program is highlighted.

scholarly journals Online Education Program in Operational Meteorology and a Case Study about a Product for Decision Making

2020 ◽  
Vol 9 (3) ◽  
pp. 175
Author(s):  
Marcial Garbanzo-Salas ◽  
Diana Jimenez-Robles
Keyword(s):  
Decision Making ◽  
Online Education ◽  
Research And Development ◽  
Emergency Management ◽  
Education Program ◽  
Development Process ◽  
Graduate Program ◽  
Online Program ◽  
The University

An online program developed at the University of Costa Rica provides the professionals working in meteorology a new way to pursue graduate level degrees. The focus of this graduate program is Operational Meteorology and the students need to complete the research and development process of an operational product to graduate. The products created during the program are a solution to operational institutions in need of innovation and can later be incorporated into institutional activities including advisories, warnings and emergency management. A case study included here shows an example of the need that led to the product, the methodologies used for the development and the final operational product created.

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