scholarly journals A Professional Development Program For Graduate Students At North Carolina State University

2020 ◽  
Author(s):  
Rebecca Brent ◽  
Richard Felder
Keyword(s):  
Professional Development ◽  
North Carolina ◽  
Graduate Students ◽  
Development Program ◽  
Professional Development Program ◽  
State University ◽  
North Carolina State University

scholarly journals THE EFFECTIVENESS OF THE BOARDING TEACHER PROFESSIONAL DEVELOPMENT PROGRAM: AN APPROACH OF PROCESS EVALUATION

2018 ◽  
Author(s):  
Friyatmi
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Process Evaluation ◽  
Program Implementation ◽  
Development Program ◽  
Evaluation Study ◽  
Professional Development Program ◽  
State University ◽  
Teacher Professional ◽  
Research Questions

This study aimed to evaluate the effectiveness of the implementation of the boarding Teacher Professional Development Program (PPG SM-3T) in State University of Padang (SUP). This research was an evaluation study using a part of the CIPP model, namely the process evaluation. The research questions for this study were 1) how is the effectiveness of the implementation of PPG SM-3T boarding program? 2) what are the weaknesses in implementing the PPG SM-3T boarding program in SUP? Data in this study were collecting using questionnaires and interview techniques. Informants of this study were the participants of the PPG SM-3T PSU and managers program. The data were analyzed using descriptive statistic techniques. The results of this study revealed that all over management of program implementation was considered less effective by the participants. The weaknesses of the program implementation are as follows. 1) The boarding education programs was less-organized, causing some programs were not function properly and often the schedule were not followed strictly; (2) Lack of coordination between the management and weakness supervision/controlling manager on the boarding activities resulted in less well executed program. (3) Meals service agent were less professional, resulting in the low quality and less variation food being served to the participants.

Evaluating a Professional Development Program for Course Redesign With Technology

2018 ◽  
pp. 316-336
Author(s):  
Elaine V. Bernal ◽  
Lesley S. J. Farmer
Keyword(s):  
Professional Development ◽  
Diffusion Of Innovation ◽  
Development Program ◽  
Professional Development Program ◽  
State University ◽  
Collaborative Processes ◽  
Course Redesign ◽  
Professional Development Training ◽  
Develop Technology ◽  
University Course

This study evaluated a California State University Course Redesign Professional Development program, focusing on the user experience of STEM faculty as they learned about technology and applied their learning to develop technology-enriched instructional strategies that enhanced students' own educational experiences. Data were collected from the first two academic years of the professional development program. A conceptual framework that melded andragogy, Technological, Pedagogical, and Content Knowledge (TPACK), Diffusion of Innovation, and Communities of Practice theories were used to analyze archived professional development training content and faculty-produced electronic portfolios. The findings demonstrate that faculty collaborative processes in the online training and in site-based collaborative efforts were the main aspect of the course redesign program that facilitated technology integration, instructional development, and positive student learning outcomes.

scholarly journals A cross-campus professional development program strengthens graduate student leadership in environmental problem-solving

Elem Sci Anth ◽  
2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Joshua G. Smith ◽  
Meredith L. McPherson
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Problem Solving ◽  
Online Survey ◽  
Environmental Problem ◽  
Development Program ◽  
Active Role ◽  
Professional Development Program ◽  
Interdisciplinary Problem Solving ◽  
The Impact

The growing urgency of environmental concerns around the world highlights the need to equip rising scientists with high-impact leadership and communication skills in order to effectively engage in interdisciplinary problem-solving. However, opportunities for authentic interdisciplinary professional development training for student scientists are not extensively available within single-institution programs. This study evaluates the impact of the Monterey Area Research Institutions’ Network for Education (MARINE), a regional cross-campus professional development program aimed at preparing graduate students for interdisciplinary leadership positions in environmental problem-solving. An online survey was conducted to evaluate students’ perceptions of whether MARINE effectively enhanced leadership, improved collaborative relationships, and prepared students for interdisciplinary environmental problem-solving. Overall, MARINE participants emphasized practical skill development, exposure to careers outside of academia, and interinstitutional networking as the most valued outcomes of the cross-campus professional development program. Based on survey results and the demonstrated practices of MARINE, we recommend a set of 4 key design principles for institutions to consider when creating future cross-campus professional development programs: (1) a student-led governance framework to ensure that the program’s focus is centered on topics and issues that participants find most relevant, (2) event planning committees that engage the larger pool of graduate students from across the network in authentic leadership, (3) professional development opportunities focused on interactive forms of activity, and (4) an annual colloquium for students to apply their training in leadership and interdisciplinary communication. Greater application of these practices and principles in cross-campus programs may present new opportunities for preparing rising leaders to take an active role in interdisciplinary problem-solving.

scholarly journals Interdisciplinary and Multilevel Approach to Organic and Sustainable Agriculture Education at North Carolina State University

2006 ◽  
Vol 16 (3) ◽  
pp. 418-426 ◽  
Author(s):  
M.S. Schroeder ◽  
N.G. Creamer ◽  
H.M Linker ◽  
J.P. Mueller ◽  
P. Rzewnicki
Keyword(s):  
North Carolina ◽  
Graduate Students ◽  
Sustainable Agriculture ◽  
Organic Agriculture ◽  
Educational Programs ◽  
Common Element ◽  
Extension Agents ◽  
State University ◽  
Multilevel Approach ◽  
North Carolina State University

There is an increasing demand for education in organic and sustainable agriculture from undergraduates, graduate students and extension agents. In this paper, we discuss highlights and evaluations of a multilevel approach to education currently being developed at North Carolina State University (NCSU) that integrates interdisciplinary training in organic and sustainable agriculture and the related discipline of agroecology through a variety of programs for undergraduate students, graduate students, and extension agents. These educational programs are possible because of a committed interdisciplinary faculty team and the Center for Environmental Farming Systems, a facility dedicated to sustainable and organic agriculture research, education, and outreach. Undergraduate programs include an inquiry-based sustainable agriculture summer internship program, a sustainable agriculture apprenticeship program, and an interdisciplinary agroecology minor that includes two newly developed courses in agroecology and a web-based agroecology course. Research projects and a diversity of courses focusing on aspects of sustainable and organic agriculture are available at NCSU for graduate students and a PhD sustainable agriculture minor is under development. A series of workshops on organic systems training offered as a graduate-level course at NCSU for extension agents is also described. Connecting experiential training to a strong interdisciplinary academic curriculum in organic and sustainable agriculture was a primary objective and a common element across all programs. We believe the NCSU educational approach and programs described here may offer insights for other land grant universities considering developing multilevel sustainable agriculture educational programs.

Evaluating a Professional Development Program for Course Redesign With Technology

2018 ◽  
pp. 476-497
Author(s):  
Elaine V. Bernal ◽  
Lesley S. J. Farmer
Keyword(s):  
Professional Development ◽  
Diffusion Of Innovation ◽  
Development Program ◽  
Professional Development Program ◽  
State University ◽  
Collaborative Processes ◽  
Course Redesign ◽  
Professional Development Training ◽  
Develop Technology ◽  
University Course

This study evaluated a California State University Course Redesign Professional Development program, focusing on the user experience of STEM faculty as they learned about technology and applied their learning to develop technology-enriched instructional strategies that enhanced students' own educational experiences. Data were collected from the first two academic years of the professional development program. A conceptual framework that melded andragogy, Technological, Pedagogical, and Content Knowledge (TPACK), Diffusion of Innovation, and Communities of Practice theories were used to analyze archived professional development training content and faculty-produced electronic portfolios. The findings demonstrate that faculty collaborative processes in the online training and in site-based collaborative efforts were the main aspect of the course redesign program that facilitated technology integration, instructional development, and positive student learning outcomes.

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