Student Policy Handbook, 2021-2023

M.S. Major: Counseling, Concentration in School Counselinghttps://thekeep.eiu.edu/acaffair_coe_handbooks/1002/thumbnail.jp

Student Policy Handbook, 2021-2023

M.S. Major: Counseling, Concentration in Clinical Mental Health Counselinghttps://thekeep.eiu.edu/acaffair_coe_handbooks/1001/thumbnail.jp

Some Thoughts on Framing the Work on the Commission and the National Dialog (1)

http://deepblue.lib.umich.edu/bitstream/2027.42/89323/1/2005_Spelings_Commission_Framing_Paper.pd

Working Draft of the Quality Subcommittee of the Secretary of Education's Commission on the Future of Higher Education

http://deepblue.lib.umich.edu/bitstream/2027.42/88432/1/2006_NCFHE_Quality_Strawman5.pd

A Test of Leadership: charting the future of U.S. Higher education

http://deepblue.lib.umich.edu/bitstream/2027.42/88865/1/2006_Spellings_Commission_Report.pd

A snapshot of early childhood care and education in South Africa: institutional offerings, challenges and recommendations

This article draws from a research report on the Project for Inclusive Early Childhood Care and Education (PIECCE), which surveyed attitudes, training strategies, materials and entrance requirements across most relevant higher education institutions (HEIs), non-governmental organisations (NGOs) and technical and vocational education and training colleges (TVETs). The aim of this study was to identify what institutions were offering in terms of training teachers in the birth-to-four age group, to identify the challenges and provide recommendations based on the findings

Social inclusion and valued roles : a supportive framework

The aim of this paper is to examine the concepts of social exclusion, social inclusion and their relevance to health, well-being and valued social roles. The article presents a framework, based on Social Role Valorization (SRV), which was developed initially to support and sustain socially valued roles for those who are, or are at risk of, being devalued within our society. The framework incorporates these principles and can be used by health professionals across a range of practice, as a legitimate starting point from which to support the acquisition of socially valued roles which are integral to inclusio

Mentorship and sustainable research output : a case study of the University of Johannesburg

Abstract: Higher education institutions (HEIs) in South Africa are facing challenges arising as a result of the shift from traditional teaching activities to a combination of research and teaching. Increasing emphasis on research, an integral part of this transformation of higher education, has required HEIs to develop and implement capacity development strategies to enable those new to research to engage in research output; and mentorship is a strategy that is enjoying increasing popularity. This article explores the challenges faced in the implementation of a formal research mentorship programme (REMP), using the University of Johannesburg as a case study. A quantitative approach was adopted to obtain the perceptions of academic staff of REMP as a strategy for building research capacity. The findings reveal that whilst the REMP is strongly favoured by academics as a means of guiding novice researchers, key factors need to be addressed to ensure its success. This article examines the challenges for both mentors and mentees and suggests actions to help mentorship programmes make sustainable contributions to the development of research capacity

Summative Clinical Competency Assessment: A Survey of Ultrasound Practitioners’ Views

Clinical competency and the assessment of core skills is a crucial element of any programme leading to an award with a clinical skills component. This has become a more prominent feature of current reports on quality health care provision. This project aimed to determine ultrasound practitioners’ opinions about how best to assess clinical competency. An on-line questionnaire was sent to contacts from the Consortium for the Accreditation of Sonographic Education and details distributed at the British Medical Ultrasound Society conference in 2011. 116 responses were received from a range of clinical staff, with an interest in ultrasound assessment. The majority of respondents suggested that competency assessments should take place in the clinical departments with or without an element of assessment at the education centre. Moderation was an important area highlighted by respondents, with 84% of respondents suggesting two assessors were required and 66% of those stating some element of external moderation should be included. The findings suggest that respondents’ preference is for some clinical competency assessments to take place on routine lists within the clinical department, assessed by two people one of which would be an external assessor. In view of recent reports relating to training and assessment of health care professionals, the ultrasound profession needs to begin the debate about how best to assess clinical competence and ensure appropriate first post competency of anyone undertaking ultrasound examinations