A Comparative Study of Competency-Based Courses Demonstrating a Potential Measure of Course Quality and Student Success

While competency-based education is growing, standardized tools for evaluating the unique characteristics of course design in this domain are still under development. This preliminary research study evaluated the effectiveness of a rubric developed for assessing course design of competency-based courses in an undergraduate Information Technology and Administrative Management program. The rubric, which consisted of twenty-six individual measures, was used to evaluate twelve new courses. Additionally, the final assessment scores of nine students who completed nine courses in the program were evaluated to determine if a correlation exists between student success and specific indicators of quality in the course design. The results indicate a correlation exists between measures that rated high and low on the evaluation rubric and final assessment scores of students completing courses in the program. Recommendations from this study suggest that quality competency-based courses need to evaluate the importance and relevance of resources for active student learning, provide increased support and ongoing feedback from mentors, and offer opportunities for students to practice what they have learned

The uncertain relationship between transparency and accountability

The concepts of transparency and accountability are closely linked: transparency is supposed to generate accountability. This article questions this widely held assumption. Transparency mobilises the power of shame, yet the shameless may not be vulnerable to public exposure. Truth often fails to lead to justice. After exploring different definitions and dimensions of the two ideas, the more relevant question turns out tobe: what kinds of transparency lead to what kinds of accountability, and under what conditions? The article concludes by proposing that the concept can be unpacked in terms of two distinct variants. Transparency can be either ‘clear’or‘opaque’, while accountability can be either‘soft’or‘hard’

Wiindigoo Sovereignty and Native Transmotion in Gerald Vizenor\u27s \u3ci\u3eBearheart\u3c/i\u3e

In the study of American Indian literatures, the rise of criticism focused on literary nationalism, with its emphasis on tribal-specific approaches to literary study, the sovereignty of Native nations, and claims to tribal homelands, would seem to herald the displacement of Gerald Vizenor’s work from a central position in the American Indian literary canon. Indeed, Vizenor has been criticized for failing to address or for actively subverting in his creative work and criticism these issues of primary concern to literary nationalists

The Tribal Legacy of Hemingway’s Nick Adams

Contends that Hemingway uses the Nick Adams stories to explore his own troubled relationship with his father. Schedler argues that the increasingly disillusioned Nick seeks a Native American ancestor, concluding that Hemingway’s familiarity with the Ojibway culture of northern Michigan gave him a tribal legacy for creating characters, themes, and narrative structures for his stories. Examines “Now I Lay Me,” “Indian Camp,” “The Doctor and the Doctor’s Wife,” “Ten Indians,” and “The Last Good Country.

Natives

Explicates Hemingway’s constructions of “tribalism,” specifically focusing on his portrayal of Native people and themes in the Nick Adams stories. Includes biographical information about Hemingway’s association with Native American culture and quest for tribal fathers. Discusses “Now I Lay Me,” “The Doctor and the Doctor’s Wife,” “Ten Indians,” and “The Last Good Country.” Concludes with a brief comparison of Hemingway’s tribalism to the tribal modernism found in John Joseph Mathew’s Sundown (1934)