Using concept maps to assess the "oral communication" competence within the "Materials for Energy Applications " course

Technical skills, even for technical positions, are insufficient for subsequent success beyond an entry-level position, since it usually requires proficiency in soft-skills areas such as: communication, leadership, conflict resolution and self-management, amongst others. Hence, helping technical students to develop and improve such soft-skills areas is of real need, and that is why generic competences are included in technical syllabus. However, the assessment of such competences is not an easy task, not to mention if we are not from such area of expertise. The aim of this manuscript is twofold. First, to present the use of ‘concept maps’ as a useful strategy to support the students’ learning process. Second, and more specifically, to show the usability of a methodology to develop and assess the “oral communication” competence within a technical optional subject (Materials for Energy Applications), offered in two different Masters at the School of Industrial Engineering of Barcelona at the Universitat Politècnica de Catalunya-Barcelona Tech.Postprint (author's final draft

The College Choice Paradox; What Really Matters

For many prospective college students and their families, the college admissions process is about finding a school with a good ranking and reputation and, god willing, a nationally ranked football program. These families spend countless hours researching school rankings and plotting their son’s or daughter’s entire future to ensure admission into a top-ranked institution. Although this is often done with good intention, such a process may not achieve the best results. Admission to an elite academic school is in no way a predictor of future professional success or life satisfaction. Guaranteeing success is impossible; however, students, parents and counselors can increase the chances of a student’s success by encouraging them to focus on building technical knowledge and proficiency in their core area of study, as well as actively engaging in activities which allow the student to build their interpersonal, leadership, critical thinking and written communication skills

An integrated new product development model for the Turkish electronics industry

The aim of this study is to report on an integrated model of new product development (NPD) and the analysis of factors, which have a significant effect on new product development success. First, an integrated NPD model based on past research findings and suggestions of several researchers is built. A three-step model is constructed and is tested through a series of statistical tests and analysis. The data for the testing of the model is provided by an empirical study conducted in the Turkish electronics industry. Some practices for successful NPD are suggested

Promising State Policies for Personalized Learning

This report is a valuable resource for state policymakers—whether they are seeking to create conditions in state policy to support personalized learning, moving forward with initiatives to develop personalized learning pilot programs, hosting task forces to explore policy issues and needs, or taking a comprehensive policy approach for supporting advanced personalized learning models.Personalized learning is where instruction is tailored to each student's strengths, needs, and interests—including enabling student voice and choice in what, how, when, and where they learn—to provide flexibility and supports to ensure mastery of the highest standards possible

Early Grade Retention and Student Success: Evidence From Los Angeles

Analyzes risk factors of retention through third grade in the L.A. Unified School District, including age, gender, race/ethnicity, family income, and English learner status; retention's effectiveness in improving grade-level skills; and educators' views

Analysis of the relationship of math ability and success in Accounting 1 and 2 at Sheboygan South High School

Includes bibliographical references

When Failure Is Not an Option: Designing Competency-Based Pathways for Next Generation Learning

Proposes an online learning-assisted model in which students advance by demonstrating mastery of subjects based on clear, measurable objectives and meaningful assessments. Examines innovation drivers, challenges, and philanthropic opportunities

Maximizing Competency Education and Blended Learning: Insights from Experts

In May 2014, CompetencyWorks brought together twenty-three technical assistance providers to examine their catalytic role in implementing next generation learning models, share each other's knowledge and expertise about blended learning and competency education, and discuss next steps to move the field forward with a focus on equity and quality. Our strategy maintains that by building the knowledge and networks of technical assistance providers, these groups can play an even more catalytic role in advancing the field. The objective of the convening was to help educate and level set the understanding of competency education and its design elements, as well as to build knowledge about using blended learning modalities within competency-based environments. This paper attempts to draw together the wide-ranging conversations from the convening to provide background knowledge for educators to understand what it will take to transform from traditional to personalized, competency-based systems that take full advantage of blended learning

Improving School Accountability in California

Proposes a value-added model for assessing schools that measures contributions to student learning based on whether average test scores are higher or lower than expected, given prior achievement and other characteristics. Outlines implementation issues