Elective Course Allocation with numerical preferences

In Universities, students have to select a specified number of elective courses to be included in their curriculum. Elective courses are a good way to increase students motivation and improve their academic success. At HEC- Management School of the University of Liège, each student has to set a preference value for each course offered and taking a number of courses is mandatory to fulfill his curriculum. The Elective Course Allocation with Numerical Preferences (ECANP) is the problem of assigning to each student the requested number of courses such as to maximize the total preference score (i.e. the overall sum of preference values associated by each student to the courses he has been granted). The course assignment problem often comes along with the course time tabling problem. This issue is not considered in this work as a complete course schedule is available at the time of registration. Each student provides his own schedule availability and can only attend one course at a time. An additional constraint is that a course cannot be granted to a student if his preference value for this course is null. We present the set of rules defined to ensure that a feasible assignment can be obtained for each student. The ECANP problem is modeled as a mixed integer programming model and we use CPLEX to obtain optimal solutions for a set of realistic instances. The ECANP problem is compared to the Elective Course Planning problem solved with heuristic methods in [2], to the course Allocation problem for which a bidding mechanism is described in [1] and to the College Admission (CA) problem as presented in [3]. In particular in the CA each student provides a preference order instead of numerical values and each student must be granted only one college. We discuss the differences between the mathematical formulations of theses problems and the ECANP problem, and their properties

Rapid Response: Librarian Integration Into An Expedited Pandemic Medicine Elective

Objective: Describe how two librarians contributed to a new graduate medical school elective course developed dynamically in the midst of the COVID-19 pandemic. Methods: Shortly after the COVID-19 outbreak, the Assistant Director for Research & Education Services attended a clerkship curriculum committee meeting for the medical college where a four-week Pandemic Medicine elective was proposed. Clerkship rotations were canceled due to the pandemic, so the elective would provide opportunities for graduate medical students to participate in service learning and contribute to pandemic response efforts. The leaders and faculty members who proposed the elective suggested five areas of focus: information services; mental health and wellness; PPE taskforce; supporting medical education; and telemedicine. Immediately after the meeting the librarian contacted those organizing the elective and offered to contribute, particularly to the information services component. Results: Both the Assistant Director for Research & Education Services and the Clinical Information Librarian were invited to serve as faculty advisors for the students leading the information services aspects of the elective. Much of the elective was student-driven, including daily COVID-19 and news updates, which were followed by lectures by faculty subject experts. The librarians attended weekly planning meetings with the information services group leaders, compiled lists of trustworthy resources for the students to consult, and performed literature searches. Within the information services area, the students chose to create relevant infographics in multiple languages, produce “mythbusters” information about COVID-19, develop a knowledge base from the literature using Zotero, and post a portal website. The website houses all the student-created content, along with local and national statistics about COVID-19. The website received recognition in the local press and university communication channels. Conclusions: Librarians were successfully integrated into a medical school elective course developed in response to the COVID-19 outbreak

Design and implementation of an elective career planning course for pharmacy students

Objective: The Accreditation Council for Pharmacy Education Standards 2016 encourage student pharmacists to examine and reflect on attributes necessary for professional and personal growth. Data from an AACP survey of recent graduates also indicated perceived deficiencies in career planning. Therefore, an elective course was created for 5th year students (0-6 program) to encourage self-assessment and preparation for post-graduate employment and personal development. The objective of this poster is to describe important elements of this course to aid faculty at other intuitions. Method: The course was designed after review of publications regarding career advancement and life-skills. Additionally, business faculty who had taught similar courses were consulted. The course has been team-taught for five years by two pharmacy faculty with speakers including business faculty, advanced pharmacy practice experience students, alumni and a financial planner. Topics and assignments have been revised based upon course feedback and past student suggestions. Results: Qualitative data is collected throughout and at the culmination of the course utilizing feedback cards, class discussion, and an online survey. Data collected through course evaluations show that 100% of students “agree” or “strongly agree” that they “gained an important skill set” by taking the course. Additional assessments include comparing students’ reported confidence and knowledge before and after the course and placement data upon graduation for students taking this course with those who did not. Implications: This course is easily implemented, well-received by students, and encourages student learning and development while also improving confidence in the area of personal and professional planning

Creating and Implementation Elective Courses at Higher Education Institution - Experience Analysis

Rīga StradiņšUniversity (RSU) Internal Rules of Studies No 1 stipulate that alongside thecompulsory study courses, students must choose a number of elective courses inall six years of their studies. A considerable part of medical studentsare planning to work as general practitioners. Current trends in the societyand health care allow to conclude that more and more patients wish to usenatural remedies therefore family doctors must possess good knowledge in thisfield.  The staff of the Department ofBiology and Microbiology offers an innovative study course „Medicinal Plantsand Their Use”. The course must correspond to the highest quality standards inorder to be chosen by the students.  Thearticle summarizes the experience in developing the course, as well as analysesits implementation, evaluation and perfection

A study of interest survey results and elective technology education courses at Oshkosh West High School

Includes bibliographical references

Liberty University\u27s Lawyering Skills Program: Integrating Legal Theory in a Practice-Oriented Curriculum

Law schools are not preparing lawyers for the practice of law. While modern legal education may teach analytical reasoning, skills training continues to suffer. The lawyering skills program developed by the Liberty University School of Law addresses the need to train lawyers in the practice of law. When seeking to build a top quality law school, Liberty University took seriously the challenge to address the void in legal education, particularly with respect to lawyering skills. The foundational principles of law are infused into the legal curriculum and lawyering skills program. The required substantive law courses are structured to have a relationship with lawyering skills so that they mutually reinforce each other

Solar energy systems course for Energy Engineering students in the context of the European higher education area

The Bologna Process is a voluntary intergovernmental European cooperation initiative that led to the creation of the named European Higher Education Area (EHEA). EHEA was formed to promote mobility, increase academic recognition and attract students and staff from around the world to Europe. In this framework, since 2009, the Barcelona College of Industrial Engineering (Escuela Universitaria de Ingeniería Técnica Industrial de Barcelona – EUETIB) of the Technical University of Catalonia – BarcelonaTech (UPC) is offering the 4-year Bachelor Degree in Energy Engineering since 2009 with a total number of ECTS credits of 240. Current article deals with the inclusion of the sizing and design of solar energy systems in the context of this degree. In particular, and although this topic was eventually abandoned in the initial degree curriculum, the paper deals with the development of a 3rd-year course, Energy Integration, that focuses on this topic.Peer ReviewedPostprint (published version

Boston University Bulletin. School of Management; Graduate Programs, 1980-1981

Each year Boston University publishes a bulletin for all undergraduate programs and separate bulletins for each School and College, Summer Term, and Overseas Programs. Requests for the undergraduat e bulle tin should be addressed to the Admissions Office and those for other bulletins to the individual School or College. This bulletin contains current information regarding the calendar, admissions, degree requirements, fees, regulations, and course offerings. The policy of the University is to give advance notice of change, when ever possible, to permit adjustment. The University reserves the right in its sole judgment to make changes of any nature in its program, calendar, or academic schedule whenever it is deemed necessary or desirable, including changes in course content, the rescheduling of classes with or without extending the academic term, canceling of scheduled classes and other academic activities, and requiring or affording alternatives for schedul ed classes or other academic activities, in any such case giving such notice thereof as is reasonably practicable under the circumstances. Boston University Bulletins (USPS 061-540) are published twenty times a year: one in January, one in March, four in May, four in June, six in July, one in August, and three in September

“Brick & Mortar” Education and “Real World” Experience: Assessing HRM Alumni Perceptions of their Early Professional Development

In this research we examined the extent to which three distinct human resource management (HRM) undergraduate programs provide coverage of the 13 core content areas specified by the Society for Human Resource Management (SHRM) and explored the usefulness of various ways of learning including their undergraduate coursework, an internship, and previous work experience as related to early professional development. Based on perceptions of HRM alumni, the findings reveal that the three curricula provided significant differences in levels of proficiency in seven of the core areas and in perceived usefulness of the learning methods. Implications for HRM curriculum development and students’ professional development are discussed