Enhancing project-related behavioral competence in education

The workforce has increasingly been demanding an educational model that produces students experienced in real project management (PM) practices. This includes producing technically competent students--one who can manage real-world project constraints of cost and schedule but also possess critical project related behavioral competence. Such soft skills are essential if a project is to run smoothly and eventually succeed. In this paper, we describe an educational framework grounded in outcomes based education to enhance project-related behavioral competence. Instructors can leverage this framework to augment their existing courses and develop the critical career skill sets of graduating students

The e-Portfolio: Providing a Showcase for Student Accomplishments for Potential Employers and Evidence of BSN Learning Outcomes

The purpose of this project was to allow the graduating nursing student to make an e-Portfolio that would not only showcase the essentials of the job search such as a resume and cover letter, but also provide evidence of how each program learning outcome was met and provide expressions of student’s unique skills and accomplishments (Garrett, MacPhee, & Jackson, 2012)

Local Revenue: Making a Difference in College Readiness

This research project collects demographic, fiscal, and assessment data from Idaho school districts that have a high school and that report senior ACT scores. Analysis of the data indicates statewide correlations between local economic revenue indicators (local revenue per student, household median income, and percentage of local funding per student) and Idaho high school graduating seniors’ composite ACT scores. This research project indicates: (1) A strong relationship between Idaho school districts’ local revenues and their seniors composite ACT scores; (2) A strong relationship between Idaho high schools amount of local revenue per student and minimal ACT benchmarks not met by graduating seniors; and (3) A strong relationship between local revenues, ACT scores, and the percentage of college prep/advanced placement courses taught in Idaho high schools

Problematising international placements as a site of intercultural learning

This paper theorises some of the learning outcomes of a three-year project concerning student learning in international social work placements in Malaysia. The problematic issue of promoting cultural and intercultural competence through such placements is examined, where overlapping hegemonies are discussed in terms of isomorphism of social work models, that of the nation state, together with those relating to professional values and knowledge, and the tyrannies of received ideas. A critical discussion of cultural competence as the rationale for international placements is discussed in terms of the development of the graduating social worker as a self-reflexive practitioner. The development of sustainable international partnerships able to support student placement and the issue of non-symmetrical reciprocation, typical of wide socio-economic differentials across global regions, is additionally discussed

Graduate attributes in the disciplines of Medicine, Dentistry and Veterinary Medicine: a survey of expert opinions

This project was funded by QAA (Scotland).Abstract BACKGROUND: This study was completed as part of a project for the Quality Assurance Agency on the enhancement theme of 'Research teaching linkages: enhancing graduate attributes' in the disciplines of Medicine, Dentistry and Veterinary Medicine. The aims of this investigation were to elucidate a list of desirable research related graduate attributes for the disciplines of Medicine, Dentistry and Veterinary Medicine and provide evidence as to how they could be covered within such curricula. METHODS: Semi structured interviews, symposium breakout sessions and conference workshops were used to define and rank attributes suggested by curricula design experts from the three disciplines. Students graduating from a BSc Medical Science degree program were surveyed to determine how well they felt the curriculum and associated final year project equipped them with the identified attributes. RESULTS: A list of seven high level attributes which were desirable in graduates wishing to pursue either a professional or research career were identified. 105 students reported that a final year project was particularly effective at developing an understanding of the need to have an inquiring mind and critical appraisal skills whilst other components of their degree course covered team working skills, core knowledge and an understanding of ethics and governance. CONCLUSION: This study identified desirable attributes from graduates from medical, dental and veterinary degree programs and provides evidence to support the case for student projects helping to achieve both clinical and research related graduate attributes in medical undergraduates. The project also provides a focus for debate amongst those involved in curriculum design as to whether the attributes identified are those desirable in their graduates and to examine their current curriculum to determine coverage.Peer reviewe

Student Debt and the Class of 2010

Analyzes state-by-state data on the average debt of 2010 graduates and percentages of those with debt. Interactive map provides additional campus-by-campus data including tuition, cost of attendance, and percentage of Pell Grants recipients

What Factors Predict High School Graduation in the Los Angeles Unified School District

Analyzes longitudinal data on the educational progress of the district's 2001-02 ninth graders and compares the relative importance of factors affecting graduation rates, including failed classes, transfers, school characteristics, and demographics

Unlocking Doors and Expanding Opportunity: Moving Beyond the Limiting Reality of College and Career Readiness in California High Schools

Examines how many low-income students and students of color complete neither the courses required to apply to a four-year public university nor career technical education courses. Calls for integrated, equitable approaches to college and career readiness

Undergraduate Commencement Exercises Program, May 16, 2009

Commencement Exercises Program, May 16, 2009

Predicting time to graduation at a large enrollment American university

The time it takes a student to graduate with a university degree is mitigated by a variety of factors such as their background, the academic performance at university, and their integration into the social communities of the university they attend. Different universities have different populations, student services, instruction styles, and degree programs, however, they all collect institutional data. This study presents data for 160,933 students attending a large American research university. The data includes performance, enrollment, demographics, and preparation features. Discrete time hazard models for the time-to-graduation are presented in the context of Tinto's Theory of Drop Out. Additionally, a novel machine learning method: gradient boosted trees, is applied and compared to the typical maximum likelihood method. We demonstrate that enrollment factors (such as changing a major) lead to greater increases in model predictive performance of when a student graduates than performance factors (such as grades) or preparation (such as high school GPA).Comment: 28 pages, 11 figure