Mayo Clinic: Multidisciplinary Teamwork, Physician-Led Governance, and Patient-Centered Culture Drive World-Class Health Care

Describes Fund-defined attributes of an ideal care delivery system, Mayo's model of multidisciplinary practice with salary-based compensation, and best practices, including a shared electronic health record and innovations to implement research quickly

Student teachers' perception of their role and responsibilities as Catholic educators

This article is concerned with 26 primary and secondary student teachers' early perception of themselves as Catholic educators in Scotland. It analyses their perspectives on what it means to be a Catholic teacher, what is expected of them by the Church and what motivated them to chose this particular career path. Discussion of these issues reveals an astute awareness of their role in the Catholic sector but a deep apprehension about their ability to succeed in fulfilling this. Their religious biographies and identities highlight much about the Scottish context of which they are a part, yet their responses to faith indicate differing levels of confidence in teaching, particularly with regard to the content of the Religious Education curriculum which they are expected to implement. The challenge these students present to the major stakeholders in Scottish education is to provide them with adequate support in developing their own faith - and knowledge and understanding of it - in order to enable them to carry out their role as Catholic teachers effectively within the state funded system

A Curriculum for the Body of Knowledge in Open Finance

This paper addresses an identified skills gap in graduates who are entering the Open Finance workplace. The latter is a new sub sector of finance centered on the use of third-party permissioned data. We address the concern that such graduates lack commercial awareness and relevant financial work experience. We build on the Curricular Domains Model. This expresses the curriculum as knowledge, action and self-domain. We first identify the needs of employers through an embedded researcher approach in collaboration with the Smart Data Foundry. We then apply an Integrated Curriculum Design Framework (ICDF) to the findings in order to develop a transdisciplinary curriculum that can be applied to a master’s degree program. Our contribution is in facilitating a systemic combination of the finance and computing disciplines to create a new one that addresses this field. We believe our proposed educational offering can assist with the challenges that are presented by the adoption of Open Finance

Supporting Success: Why and How to Improve Quality in After-School Programs

This report examines the program improvement strategies, step-by-step, that allowed The James Irvine Foundation's CORAL initiative to achieve the levels of quality needed to boost the academic success of participating students. And, it makes specific policy and funding suggestions for improving program performance. Communities Organizing Resources to Advance Learning (CORAL) is an eight-year, $58 million after-school initiative to improve educational achievement in low-performing schools in five California cities

Training future ML engineers: a project-based course on MLOps

Recently, the proliferation of commercial ML-based services has given rise to new job roles, such as ML engineers. Despite being highly sought-after in the job market, ML engineers are difficult to recruit, possibly due to the lack of specialized academic curricula for this position at universities. To address this gap, in the past two years, we have supplemented traditional Computer Science and Data Science university courses with a project-based course on MLOps focused on the fundamental skills required of ML engineers. In this paper, we present an overview of the course by showcasing a couple of sample projects developed by our students. Additionally, we share the lessons learned from offering the course at two different institutions.This work is partially supported by the NRRP Initiative – Next Generation EU ("FAIR - Future Artificial Intelligence Research", code PE00000013, CUP H97G22000210007); the Complementary National Plan PNC-I.1 ("DARE - DigitAl lifelong pRevEntion initiative", code PNC0000002, CUP B53C22006420001), and the project TED2021- 130923B-I00, funded by MCIN/AEI/10.13039/50110001 1033 and the European Union Next Generation EU/PRTR.Peer ReviewedPostprint (author's final draft

Focal Spot, Summer 1991

https://digitalcommons.wustl.edu/focal_spot_archives/1058/thumbnail.jp

Challenges and Issues in the Evaluation of Teaching Quality:How Does it Affect Teachers' Professional Practice? A UK Perspective

Evaluation of the quality of higher education is undertaken for the purposes of ensuring accountability, accreditation, and improvement, all of which are highly relevant to veterinary teaching institutions in the current economic climate. If evaluation is to drive change, it needs to be able to influence teaching practice. This article reviews the literature relating to evaluation of teaching quality in higher education with a particular focus on teachers' professional practice. Student evaluation and peer observation of teaching are discussed as examples of widely used evaluation processes. These approaches clearly have the potential to influence teachers' practice. Institutions should strive to ensure the development of a supportive culture that prioritizes teaching quality while being aware of any potential consequences related to cost, faculty time, or negative emotional responses that might result from the use of different evaluation methods. </jats:p