Redesigning Nursing Education: Lessons Learned from the Oregon Experience

Offers evaluation findings, lessons learned, and guidance from a coalition of community colleges and university nursing programs that offer a standard competency-based curriculum to enable students to make a seamless transition and raise skill levels

Personalized Course Sequence Recommendations

Given the variability in student learning it is becoming increasingly important to tailor courses as well as course sequences to student needs. This paper presents a systematic methodology for offering personalized course sequence recommendations to students. First, a forward-search backward-induction algorithm is developed that can optimally select course sequences to decrease the time required for a student to graduate. The algorithm accounts for prerequisite requirements (typically present in higher level education) and course availability. Second, using the tools of multi-armed bandits, an algorithm is developed that can optimally recommend a course sequence that both reduces the time to graduate while also increasing the overall GPA of the student. The algorithm dynamically learns how students with different contextual backgrounds perform for given course sequences and then recommends an optimal course sequence for new students. Using real-world student data from the UCLA Mechanical and Aerospace Engineering department, we illustrate how the proposed algorithms outperform other methods that do not include student contextual information when making course sequence recommendations

DETERMINANTS OF STUDENTS’ PERFORMANCE IN MANAGEMENT ACCOUNTING

Final examination results of Management Accounting in November 2009 were found to be poor with the failure rate of more than 40 percent. This triggers the question of what factors that may contributes to the failure. Therefore, the purpose of the study is to investigate empirically factors that may affect the poor performance of 44 students of Management Accounting from two programmes that are Diploma in Accountancy (AC110) and Diploma in Accounting Information System (AC120) in UiTM Perlis. Multiple regression was estimated using Ordinary Least Square in testing the significance of gender, program, prerequisite fulfilment, previous GPA, absenteeism, hours of attending early topics in Management Accounting, and part of studies. Results showed the number of hours attending lecture for early topics in Management Accounting and pre GPA are positively and significantly related to the score of management Accounting. On the other hand, absenteeism and students in higher parts are significantly and negatively associated with the score. The estimated results also indicated that students from AC110 performed significantly better than those in AC120. In addition students that fulfilled prerequisite costing paper performed much better than those who took the papers concurrently. The findings imply that prerequisite provide students with minimum level of understanding, thus create better chances of accomplishmentManagement accounting, prerequisite, academic performance

Mass customization of teaching and learning in organizations

In search of methods that improve the efficiency of teaching and training in organizations, several authors point out that mass customization (MC) is a principle that covers individual needs of knowledge and skills and, at the same time, limits the development costs of customized training to those of mass training. MC is proven and established in the economic sector, and shows high potential for continuing education, too. The paper explores this potential and proposes a multidisciplinary, pragmatic approach to teaching and training in organizations. The first section of the paper formulates four design principles of MC deduced from an examination of economics literature. The second section presents amit™, a frame for mass customized training, designed according to the principles presented in the first section. The evaluation results encourage the further development and use of mass customized training in continuing education, and offer suggestions for future research

Graduate Catalog, 1994-1995

https://scholar.valpo.edu/gradcatalogs/1022/thumbnail.jp

Addressing barriers to learning: In the classroom and schoolwide.

IntroductionPublic education is at a crossroads. Moving in new directions is imperative. Just tweaking and tinkering with old ideas is a recipe for disaster.Continuing challenges confronting public education highlight why moving school improvement policy and practice in new directions is imperative. With a view to enhancing graduation rates and successful transitions to post-secondary opportunities and well-being, pressing challenges include:Increasing equity of opportunity for every student to succeed, narrowing the achievement gap, and countering the school to prison pipeline Reducing unnecessary referrals for special assistance and special education; Improving school climate and retaining good teachers Reducing the number of low performing schools.As education leaders well know, meeting these challenges requires making sustainable progress inimproving supports for specific subgroups (e.g., English Learners, immigrant newcomers, lagging minorities, homeless students, students with disabilities) increasing the number of disconnected students who re-engage in classroom learning and thus improving attendance, reducing disruptive behaviors (e.g., including bullying and sexual harassment), and decreasing suspensions and dropouts increasing family and community engagement with schools responding effectively when schools experience crises events and preventing crises whenever possible.In some schools, continuous progress related to these concerns is being made. For many districts, however, sustainable progress remains elusive – and will continue to be so as long as the focus of school improvement policy and practice is mainly on improving instruction. Efforts to expand the use of instructional technology, develop new curriculum standards, make teachers more accountable, and improve teacher preparation and licensing all have merit; but they are insufficient for addressing the many everyday barriers to learning and teaching that interfere with effective student engagement in classroom instruction.Most policy makers and administrators know that good instruction delivered by highly qualified teachers cannot ensure that all students have an equal opportunity to succeed at school.Even the best teacher can’t do the job alone. Teachers need student and learning supports in the classroom and schoolwide in order to personalize instruction and provide special assistance when students manifest learning, behavior, and emotional problems. Unfortunately, school improvement plans continue to give short shrift to these critical matters.We recognize, as did a Carnegie Task Force on Education, that school systems are not responsible for meeting every need of their students. But as the task force stressed: when the need directly affects learning, the school must meet the challenge.The most pressing challenge is to enhance equity of opportunity by fundamentally improving how schools address barriers to learning and teaching. The future of public education depends on moving in new directions to accomplish this.Now is the time to fundamentally transform how schools address factors that keep too many students from doing well at school. And while transformation is never easy, pioneering work across the country is showing the way. Trailblazers are redeploying existing funds allocated for addressing barriers to learning and weaving these together with the invaluable resources that can be garnered by collaboration with other agencies and with community stakeholders, family members, and students themselves.The first step in moving forward is to escape old ideas. The second step is to incorporate a new vision in school improvement planning for addressing barriers to learning and teaching and re-engaging disconnected students. Our analyses envision a plan that designs and develops a unified, comprehensive, and equitable system of student and learning supports. The third step is to develop a strategic plan for systemic change, scale-up, and sustainability.This book highlights each of these matters. We invite you to join us in the quest to enhance equity of opportunity for all students to succeed at school and beyond. And we look forward to hearing from you about moving schools forward to make the rhetoric of the Every Student Succeeds Act a reality

Graduate Catalog, 1996-1997

https://scholar.valpo.edu/gradcatalogs/1024/thumbnail.jp