Required and Recommended Readings for the Certificate Programs

2011 ◽  
Keyword(s):  
Certificate Programs

Relationship of Occupational Therapists' Education and Experience to Perceived Value of Theory Development

1985 ◽  
Vol 5 (4) ◽  
pp. 223-231 ◽  
Author(s):  
Julia Van Deusen
Keyword(s):  
Occupational Therapy ◽  
Theory Development ◽  
Occupational Therapists ◽  
Professional Experience ◽  
Level Of Education ◽  
Certificate Programs ◽  
Theory Application ◽  
Recent Graduates ◽  
Development And Validation ◽  
Relationship Of

The development and validation of theoretical bases for intervention have been identified as crucial goals for the profession of occupational therapy. An earlier study showed that recent graduates at the baccalaureate level tended to place less value on theory development than theory application, whereas graduates of professional master's degree or certificate programs in occupational therapy placed a significantly higher value on theory development. This finding led to speculation that theory valuing may be related to professional experience and maturity. This study sought to determine if attitudes of occupational therapists toward theory development are related to their level of education or to their length of professional experience. Using a survey instrument devised by the author, data were collected from a sample of 138 experienced therapists and compared with data collected earlier from recent graduates. Results indicated that both longevity of practice as well as level of education were associated with high priorities for theory development.

Occupational Certificates: Examining Student Characteristics and Enrollment Outcomes across the Public and For-Profit Sectors

2017 ◽  
Vol 119 (11) ◽  
pp. 1-34 ◽  
Author(s):  
Lyle McKinney ◽  
Andrea Burridge ◽  
Moumita Mukherjee
Keyword(s):  
Further Education ◽  
Student Population ◽  
Multinomial Regression ◽  
Master's Degrees ◽  
Certificate Programs ◽  
Gainful Employment ◽  
Career And Technical ◽  
For Profit ◽  
Income Status ◽  
Institutional Sector

Background/Context Sub-baccalaureate certificates can provide an accelerated pathway to gainful employment for the unemployed or underemployed. Certificates represented only 6% of postsecondary awards in 1980, but today they represent 22% of all credentials awarded and have superseded associate's and master's degrees as the second most common award granted by U.S. postsecondary institutions. Although enrollment in certificate programs has skyrocketed, empirical research on this student population is scarce. Focus of the Study The purpose of this study was to compare the demographic characteristics, college financing strategies, and enrollment outcomes of occupational certificate students across the three institutional sectors: community colleges, public career and technical centers, and sub-baccalaureate for-profit institutions. Research Design The data were derived from the Beginning Postsecondary Student Study (BPS:04/09) conducted by the National Center for Education Statistics. The sample included students across the three institutional sectors who enrolled in a sub-baccalaureate certificate program that was occupationally focused (unweighted n = 1,770). Data analysis included descriptive statistics, logistic regression, and multinomial regression techniques. Findings Six years after initial enrollment, certificate students beginning at for-profits had the lowest rates of credential completion but were much more likely than public sector students to have taken out loans and defaulted during repayment. Seventeen percent of certificate students beginning at a community college transferred to another institution at some point, suggesting that these programs can serve as a stepping stone to further education. Results from the regression models indicated that students’ race/ethnicity, income status, field of study, and institutional sector were associated with successful certificate completion and/or transfer. Conclusions Equipped with a better profile of certificate students and their educational outcomes, colleges can begin to design better support services and program structures that address the unique needs of this growing student population. These institutional efforts, along with well-designed public policies that boost the production of high-quality certificates, could help strengthen the U.S. workforce and increase educational attainment rates among students from less advantaged backgrounds.

The Case of Teacher-Librarianship by Distance Learning at the University of Alberta, Canada

2011 ◽  
pp. 78-90
Author(s):  
Dianne Oberg
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Elementary Education ◽  
Emerging Technologies ◽  
Framework Analysis ◽  
University Of Alberta ◽  
Certificate Programs ◽  
Online Distance Education ◽  
Online Distance ◽  
The University

The online distance education program, Teacher-Librarianship by Distance Learning, was developed and implemented in the Department of Elementary Education at the University of Alberta, Canada beginning in 1996. At the time, neither the university nor the department had the interest, funding or infrastructure required for such an undertaking, but these developed over time through a combination of careful planning and serendipity. The program’s instructional team has utilized various approaches to establish, maintain and continue the program: a distance education theoretical framework, analysis of distance education research, one-time government incentive funding, and on-going policy relevant research and evidence-based practice. Current challenges facing the organization are program growth, new and emerging technologies, and maintaining flexibility. The solutions to these challenges include a cohort model for the majority of program delivery; a stand-alone course introducing new and emerging technologies as a launching pad for integration of these technologies; and graduate certificate programs for meeting the short term needs of teachers new to the field.

Successful Self-Funding E-Learning Programs

2011 ◽  
pp. 1966-1972
Author(s):  
Yair Levy ◽  
Michelle M. Ramim
Keyword(s):  
Learning Experience ◽  
Educational Institutions ◽  
Traditional Learning ◽  
Traditional Schools ◽  
Degree Programs ◽  
Certificate Programs ◽  
The Past ◽  
Declining Enrollment ◽  
Learning Programs ◽  
E Learning

The Greek philosopher Aristotle indicated that learning is the outcome of both teaching and practice. Clearly, learning is not confined to classroom lectures exclusively. In the past several decades, educators explored the possibility of providing learning experience to remote students. With improvement in technology and the growing popularity of Internet usage, e-learning caught the attention of both corporations and educational institutions. However, traditional learning methodology began transforming when elite universities embraced the Internet as a vehicle for their degree programs (Forelle, 2003). Progress in e-learning has increased its popularity in the past decade (Levy & Murphy, 2002). Consequently, it is carving a new brand of universities, causing traditional schools to rethink their business model. Furthermore, some elite schools have developed specialized online degree and certificate programs. In doing so, these schools strive to compete on this new learning medium and create a new source of revenue, especially due to the declining enrollment and lower government funding resulting from the events on September 11, 2001 (Roueche, Roueche, & Johnson, 2002). This paper provides definitions of the eight key elements any institution should have to successfully implement self-funding e-learning systems.

A Framework for the Development of an Accredited Web-Based Computer Information Systems Degree

2003 ◽  
pp. 21-33
Author(s):  
Kathy S. Lassila ◽  
Kris Howell
Keyword(s):  
Information Systems ◽  
Empirical Evidence ◽  
Key Factors ◽  
Web Based ◽  
Online Delivery ◽  
Certificate Programs ◽  
Computer Information Systems ◽  
Baccalaureate Programs ◽  
Recent Innovation ◽  
The Web

The Web-based delivery of online IS baccalaureate programs is a recent innovation. While IS researchers have identified a number of key factors related to the effective online delivery of individual courses, little empirical evidence exists to suggest “best practices” in the development and delivery of a complete four-year IS online degree program. This chapter examines and synthesizes IS education criteria from two sources: the Computer Sciences Accreditation Commission, which recently established criteria for accrediting programs in information systems, and the Regional Accrediting Commissions, which issued guidelines for the evaluation of electronically offered degree and certificate programs. The result is a set of guidelines that act as a framework for the development of online baccalaureate programs in computer information systems that addresses both IS and online accreditation requirements.

scholarly journals Marketing Implications Associated with Non-Returning Students in University Certificate Programs

2013 ◽  
Vol 31 (2) ◽  
Author(s):  
Gordon Thompson
Keyword(s):  
Significant Proportion ◽  
Returning Students ◽  
Certificate Program ◽  
Certificate Programs ◽  
Level Of Satisfaction ◽  
University Of Manitoba ◽  
High Level ◽  
University Experience ◽  
The University ◽  
Intention To Return

This study examines the attitudes and future plans of students who discontinued their studies in university certificate programs. These non-returning students were separated into three groups: opt-outs, stop-outs, and drop-outs. Two separate surveys were undertaken; one survey consisted of students enrolled in a certificate program offered by the University of Saskatchewan, and the other consisted of students enrolled in several certificate programs offered by the University of Manitoba. The study examined three primary questions:What proportion of non-returning students commenced their certificate studies with the intention of completing the program and earning the certificate?What proportion of non-returning students intend to return to complete their program?What attitudes do these students have toward the certificate program in which they had enrolled?Several findings of special significance are reported. First, approximately one-quarter of the students in this study indicated that they entered their certificate program with no intention of completing the program. Second, a significant proportion of the students in this study indicated an intention to return and complete their certificate program. Finally, respondents indicated a very high level of satisfaction with their university experience despite the discontinuation of their studies. The implications of these findings for the marketing of certificate programs are examined and suggestions for further research are offered.

Development of a Pharmacy Residency Research Certificate Program

2019 ◽  
pp. 001857871986765
Author(s):  
Erin R. Weeda ◽  
Kyle A. Weant
Keyword(s):  
Research Methods ◽  
Research Design ◽  
Research Training ◽  
Teaching Skills ◽  
Certificate Program ◽  
Resident Research ◽  
Certificate Programs ◽  
The Impact

Background: Similar to teaching certificate programs, which have been incorporated in many pharmacy residencies to improve teaching skills, resident research certificate programs could provide residents with more exposure to biostatistics and research design. However, few research certificate programs have been described. Objective: To assess the impact of a research certificate program on residents’ attitude toward, confidence in, and knowledge of research. Methods: A resident research certificate program was created for the 2018-2019 residency class at our institution, which included 33 pharmacy residents (15 postgraduate year-1 [PGY1] and 18 PGY2 residents). The program consisted of 7 sessions aimed at providing residents with research training. To earn a certificate, participants were required to attend 6 or more sessions and achieve a score greater than or equal to 70% on a postassessment. An optional questionnaire assessing attitude, confidence, and knowledge was also administered at baseline and following the certificate program. Results: Of the 33 residents participating in the research certificate program, 21 (9 PGY1 and 12 PGY2) residents completed both the baseline and follow-up questionnaire and were included in the analysis. All items assessing attitude and 3 of 6 items assessing confidence improved significantly following the certificate program when compared to baseline ( P < .05 for all). Median knowledge scores were no different on the baseline versus follow-up questionnaire ( P = .54). Conclusions: After completing a research certificate program, resident knowledge scores did not differ from baseline, but attitudes toward research and confidence appeared to improve. Research certificate programs could be an avenue for providing pharmacy residents with increased exposure to and comfort with biostatistics and research design.

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