Navigating the Information Highway: A Multilayered Approach for First-Year Graduate Students

Taylor University’s Zondervan Library developed a multifaceted approach of engagement with graduate students of the Master of Higher Education and Student Development program, utilizing a variety of venues and courses relating to advanced research and writing. Regular assessments provided feedback for improvement within the embedded program structure. A second component of this model involved an archival project, which facilitated student research with primary documents in the university archives. Overall, graduate student understanding and ownership of the research process increased, and teaching faculty noticed improvement in the quality of research-based assignments as well as the program’s thesis project

Promoting Environments that Measure Outcomes: Partnerships for Change

This paper describes the development of the PrEMO© (Promoting Environments that Measure Outcomes) program. PrEMO© is an innovative model promoting evidence-based practice (EBP) while developing capacity and quality of Level II fieldwork placements. The PrEMO© program is described from initiation to completion, including development of site-specific learning objectives, the twelve week schedule and the role of faculty mentorship. Occupational therapy (OT) students, and university OT program faculty including academic fieldwork coordinators, partner with fieldwork educators at the site to implement EBP using a data-driven decision making (DDDM) process to guide the development of evidence-based practices. PrEMO© appears to be a useful strategy for building Level II fieldwork capacity and enhancing student and fieldwork educators’ knowledge and skills about EBP and outcome measurement in routine OT practice

Book Review: Student Financial Literacy: Campus-Based Program Development

Published in 2012, Dorothy B. Durband (Texas Tech University) and Sonya L. Britt (Kansas State University) present in their new edited volume, Student Financial Literacy: Campus-Based Program Development, a wide range of perspectives on how to implement successful financial literacy programs on college campuses. This could not be a timelier book, particularly in light of recent statutory efforts to improve “program integrity” through additional consumer disclosures, along with the creation of college costs “watch lists” and “net price calculators.” Despite these national efforts, many students and families may still be unaware about the financial costs of postsecondary education, have limited resources on campus to help them learn about financial literacy, or be unaware of resources available to them from governments, community organizations, professional associations and guaranty agencies (Dodaro, 2011; Government Accountability Office, 2011; Hung, Mihaly & Young, 2010; Smedley, 2011, 2012)

Piloting a Digitized Evidence-Based Assessment System

One of the most difficult challenges facing university-based teacher education programs is to document program effectiveness. Demands for supporting data come from a number of different constituencies including state legislators, hiring officials and parents, and state officials. The American Association of State Colleges and Universities (AASCU) survey (Wineburg, 2006) identified that institutions are besieged by the demands for data and frustrated by the time and energy required to collect and retrieve evidence. A primary recommendation emerging from the AASCU findings focused on the proactive development of institutional data systems that guide program progress and demonstrate the achievement of educational outcomes for both teacher quality and student learning. The purpose of our paper is to report on the development of a pilot effort in Pennsylvania to digitize practice-based evidence for documenting teacher candidate and program quality. [excerpt

The effects of the design and development of a chemistry curriculum reform on teachers’ professional growth: a case study

A curriculum innovation requires new learning material for students and a preparation program for teachers, in which teacher learning is a key ingredient. In this paper we describe how three experienced teachers, involved in the development and subsequent classroom enactment of student learning material for context-based chemistry education, professionalized. For data collection a questionnaire, three interviews and discussion transcripts were used. Our results show that: (a) teachers, cooperating in a network under supervision of an expert, can develop innovative learning material; (b) the development of learning material can be seen as a powerful program to prepare teachers for an innovation; and (c) teachers’ knowledge increased in all five pedagogical content knowledge domains during the development and class enactment phases

Developing Mathematics-Students Worksheet Based On Realistic Approach For Junior High School In Bilingual Program

The aim of this study is to develop mathematics-student worksheet based on realistic approach for junior high school in bilingual program. The criteria used to generate product are valid and practical. This research was applying the Research and Development design as adapts the development model of Borg and Gall (1983). Those are (1) need analysis, (2) product develompemnt (3) organization of learning material prototype (4) trial run, (5) product revision and (6 ) final result. In its development, mathematics-student worksheet has been tested through formative evaluation that covers several stages, i.e. content or material expert review, instructional design expert review, instructional media expert review, individual test, small group test and field test. The formative evaluation results in form of suggestion, response or assessment used as feedback in revising and finishing the mathematics-student worksheet. The content or material experts review, the instructional design expert review and the instructional media expert review of mathematics-student worksheet result in " very good" category with percentage of 90%. According to the students’ responses, it was found that students worksheet was very interesting, exciting and can help the students to comprehend the concept. Key Words: Student worksheet, Realistic Mathematic

Energizing an Information Systems Program by Empowering Student Leaders

This paper describes an ongoing four-year project involving the development and implementation of a student-driven “IT Leadership” program to support an undergraduate academic program for Management Information Systems (MIS). The motivation for initiating the IT Leadership program was to enhance promotion of the MIS discipline and the career development of MIS students. The outcomes of implementation have been positive, including increased student interest in the MIS discipline, the creation of new professional development opportunities for students, and a rapid and significant increase in MIS graduates. The expenses associated with the program have been modest. Based on the findings of this project, it appears that empowering student leaders can be an effective way to support an MIS program

Expectations of Field Supervisors in Kenya: Implications for Community-based Human Service Practicums

Community-based learning (CBL), which provides opportunities for undergraduate students to develop disciplinary and work-related knowledge and skills, is increasingly becoming an integral component of higher education. Similar to other countries, there is a widespread belief among employers in Kenya that there is a mismatch between university programs and labour market demands. In order to enhance the employability of graduates, many departments at a Kenyan university have incorporated work-integrated experiential learning opportunities such as practicums in the educational experience for undergraduate students. The aim of this article is to describe the expectations of field supervisors in host organisations participitating in a community-based human services program at a Kenyan University. Fifteen purposively sampled field supervisors participated in individual face-to-face interviews that included questions about their understanding of the department’s expectations of student learning activities during practicums, knowledge of the academic preparation of students in the program and challenges associated with the supervisory role. Six field supervisors exhibited some level of understanding of the expectations of their role in working with practicum students, while nine field supervisors indicated unclear expectations of the students’ practicum experience. Thematic analysis revealed key themes related to: (1) student abilities, learning goals and their contributions to the host organisations, and (2) the academic program of study and academic support available from the university faculty or staff to field supervisors. The results of our study revealed a lack of clarity around practicum expectations for most of the field supervisors interviewed and insufficient preparation of the community-based organisations to host a practicum student. Several recommendations are identified to clarify the expectations of community partner organisations and the staff providing student supervision to ensure benefits for both students and the host organisation. Results from this study can be used to inform the development or improvement of practicum opportunities focused on producing a skilled workforce

Student Perspectives on Proficiency-Based Learning in Vermont\u27s High School Completion Program

This Independent Practitioner Inquiry Capstone (IPIC) paper examines student perspectives on proficiency-based learning at an adult education center in Vermont. Through Vermont’s High School Completion Program (HSCP), adults can earn their high school diplomas through proficiency-based Personalized Learning Plans (PLPs). This qualitative study focuses on high school-aged students who received referrals to the program from area schools within the context of the current shift toward proficiency-based learning mandated by Vermont Act 77. The study draws on resources specific to Act 77, as well as literature on the nationwide trend toward personalized learning and proficiency-based learning. The researcher uses holistic student development and human capital theory as frames for analysis. The specific question posed in this study was “How do students in the High School Completion Program view proficiency-based learning and its impact on their education?” This question was answered through a thematic analysis focused on in-depth interviews with student participants and the guidance counselors who referred them to the program. Evidence from this study indicates that some students who have left the public school system are eager to contribute to conversations on proficiency-based learning and are able to identify ways proficiency-based learning has benefited them in terms of their professional and academic development. Through this study, the researcher highlights another student voice in the conversation on proficiency-based learning in Vermont. Key terms: proficiency-based learning, personalized learning plans, adult education, alternatives to school, project-based learning, holistic student development, human capital theory, career development, Vermon

Service-Learning – preparing students for leadership

This paper explores ways in which participating in a service-learning program can enhance student leadership in secondary schools. The research is based on the perceptions of teachers who coordinate service-learning in eleven Catholic secondary schools in Western Australia. The paper initially examines literature on student leadership, servant leadership and service-learning. The research methodology is then summarized, in particular, the rationale for using Catholic schools, an indication of the range of schools involved, and an outline of the questionnaire. Teacher perceptions are considered, initially in the contexts of the Structure of Service-Learning and Rationale for Service-Learning. This is followed by teacher perceptions on how service-learning develops student leadership, along with specific cases which illustrate this development. Finally, the paper looks at implications for improving student leadership in schools, especially given the fact that the Department of Education and Training in Western Australia has this year begun to introduce community service as part of the school curriculum