This document discusses an alternative approach to helping students develop employability skills through their studies. It focuses on using political theory concepts to give students a more critical understanding of graduate employment. The project delivered employability sessions through a political thought module using a learning pyramid framework. Student feedback indicated the sessions increased their critical understanding of factors influencing graduate employment compared to traditional skills-focused approaches. Students engaged with topics like the relationship between identity and employment. The project shows critical knowledge can support students in both their studies and graduate employment prospects in politics degrees.
Inaugural presentation as Visiting Professor at Aarhus University, Herning, Denmark, on the task of building a Scholarship profile at a teaching focused campus
Peter Kahn: Examples of research-led teaching at the University of Liverpool. Slides from the University of Liverpool Learning and Teaching Conference 2009.
The university is considering ways in which its teaching is led by research. This session will explore three examples of ways in which research-led learning is presently employed within the university, taken from practice within the School of Management, the School of Archaeology, Classics and Egyptology, and elsewhere. The session will begin with a brief introduction to the notion of research-led learning and teaching, and will allow time for discussion amongst participants.
Presentation of the workshop "RRI Tools" by Viola Pinzi, held during the 9th Science Projects Workshop in the Future Classroom Lab, Brussels, 6-8 November 2015
AACU 2010: Connecting Assessment Data to Understand Underserved Student Learn...Sukhwant Jhaj
In this session, facilitators from Portland State University’s University Studies program will describe the
ways in which they are combining existing assessment methods to identify underserved students, explore
their learning experiences, and inform programs to support student success—all with few additional resources. Specifically, the facilitators will: (a) describe how results from student surveys, university data,
and student portfolio data were combined to create a rich source of information on student learning and the academic experience; (b) share a holistic model of the student experience developed using the
findings; and (c) discuss strategies for sharing the findings that have led to increased collaboration between the general education program and other areas of campus and that have helped inform wider
campus conversations about underserved student success. Participants will discuss the types of assessment data at their institutions that might be combined to create deeper understanding of the student learning experience. They will also consider ways in which assessment findings can be used as leverage to create conversations regarding underserved students and improve their success.
Rowanna L. Carpenter, Assessment Associate and Sukhwant Jhaj, Director, University Studies—both
of Portland State University
Inaugural presentation as Visiting Professor at Aarhus University, Herning, Denmark, on the task of building a Scholarship profile at a teaching focused campus
Peter Kahn: Examples of research-led teaching at the University of Liverpool. Slides from the University of Liverpool Learning and Teaching Conference 2009.
The university is considering ways in which its teaching is led by research. This session will explore three examples of ways in which research-led learning is presently employed within the university, taken from practice within the School of Management, the School of Archaeology, Classics and Egyptology, and elsewhere. The session will begin with a brief introduction to the notion of research-led learning and teaching, and will allow time for discussion amongst participants.
Presentation of the workshop "RRI Tools" by Viola Pinzi, held during the 9th Science Projects Workshop in the Future Classroom Lab, Brussels, 6-8 November 2015
AACU 2010: Connecting Assessment Data to Understand Underserved Student Learn...Sukhwant Jhaj
In this session, facilitators from Portland State University’s University Studies program will describe the
ways in which they are combining existing assessment methods to identify underserved students, explore
their learning experiences, and inform programs to support student success—all with few additional resources. Specifically, the facilitators will: (a) describe how results from student surveys, university data,
and student portfolio data were combined to create a rich source of information on student learning and the academic experience; (b) share a holistic model of the student experience developed using the
findings; and (c) discuss strategies for sharing the findings that have led to increased collaboration between the general education program and other areas of campus and that have helped inform wider
campus conversations about underserved student success. Participants will discuss the types of assessment data at their institutions that might be combined to create deeper understanding of the student learning experience. They will also consider ways in which assessment findings can be used as leverage to create conversations regarding underserved students and improve their success.
Rowanna L. Carpenter, Assessment Associate and Sukhwant Jhaj, Director, University Studies—both
of Portland State University
The Dissertation in Practice at the USC Rossier School of EducationCPEDInitiative
The Dissertation in Practice at the USC Rossier School of Education
Presented by Robert Rueda & Rudy Castruita, University of Southern California
June 2013 CPED Convening
Professor Sue Bloxom's keynote speech "what are we really trying to do with assessment in teacher education- resolving conflicting purposes and principles"
Let’s examine what happens in each step of the curriculum development/revision cycle. This cycle is a dynamic system that helps each school re-vitalize and replenish what is taught to its students.
Beyond A Boundary, Some consequences of the Open Context Model of LearningLondon Knowledge Lab
A presentation by the Learner-Generated Contexts Research Group at iPED 2009. Based on the Open Context Model of Learning and REVEEL Beyond the Classroom. This addresses some of the boundary issues for educational institutions as new pedagogies emerge for multiple contexts of learning. Ends with a recap of how the Ecology of Resources model helps deal with boundary issues.
research-engaged teaching: a discussionRichard Hall
Slides for my workshop at DMU for the Faculty of Health and Life Sciences on research-engaged teaching.
Key links:
McLinden, M. et al. (2015). Strengthening the Links Between Research and Teaching. Education in Practice, 2(1), pp. 24-29
Student as Producer: https://studentasproducer.lincoln.ac.uk/
Slides from the presentation by Shamini Ragavan (Newcastle Law School) at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
The Audit series provides a statistical context to everyday speculation about the state of political engagement. In doing so, the Audits indicate the degree to which attitudes and behaviour change year-on-year and allows a fuller picture of participation and interest in politics. The Audits present the findings from public opinion polling on a range of political engagement indicators, updating trends published annually since 2004.
The Audit considers six core indicators of political engagement:
Knowledge and interest: (1) the percentage of people who feel that they know about politics; and (2) the percentage who report an interest in politics.
Action and participation: (3) the percentage of people who report they are absolutely certain to vote at an immediate general election; and (4) the percentage who are politically active.
Efficacy and satisfaction: (5) the percentage of people who believe that getting involved works; and (6) the percentage who think that the present system of governing works well.
It also examines the public's reported levels of discussion of politics, charitable and political donation, and contacting of elected representatives.
The Dissertation in Practice at the USC Rossier School of EducationCPEDInitiative
The Dissertation in Practice at the USC Rossier School of Education
Presented by Robert Rueda & Rudy Castruita, University of Southern California
June 2013 CPED Convening
Professor Sue Bloxom's keynote speech "what are we really trying to do with assessment in teacher education- resolving conflicting purposes and principles"
Let’s examine what happens in each step of the curriculum development/revision cycle. This cycle is a dynamic system that helps each school re-vitalize and replenish what is taught to its students.
Beyond A Boundary, Some consequences of the Open Context Model of LearningLondon Knowledge Lab
A presentation by the Learner-Generated Contexts Research Group at iPED 2009. Based on the Open Context Model of Learning and REVEEL Beyond the Classroom. This addresses some of the boundary issues for educational institutions as new pedagogies emerge for multiple contexts of learning. Ends with a recap of how the Ecology of Resources model helps deal with boundary issues.
research-engaged teaching: a discussionRichard Hall
Slides for my workshop at DMU for the Faculty of Health and Life Sciences on research-engaged teaching.
Key links:
McLinden, M. et al. (2015). Strengthening the Links Between Research and Teaching. Education in Practice, 2(1), pp. 24-29
Student as Producer: https://studentasproducer.lincoln.ac.uk/
Slides from the presentation by Shamini Ragavan (Newcastle Law School) at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
The Audit series provides a statistical context to everyday speculation about the state of political engagement. In doing so, the Audits indicate the degree to which attitudes and behaviour change year-on-year and allows a fuller picture of participation and interest in politics. The Audits present the findings from public opinion polling on a range of political engagement indicators, updating trends published annually since 2004.
The Audit considers six core indicators of political engagement:
Knowledge and interest: (1) the percentage of people who feel that they know about politics; and (2) the percentage who report an interest in politics.
Action and participation: (3) the percentage of people who report they are absolutely certain to vote at an immediate general election; and (4) the percentage who are politically active.
Efficacy and satisfaction: (5) the percentage of people who believe that getting involved works; and (6) the percentage who think that the present system of governing works well.
It also examines the public's reported levels of discussion of politics, charitable and political donation, and contacting of elected representatives.
Presented to the #colconf10 College Conference in Canberra at the University of Canberra on 29/1/2015. An overview of Twitter, how it can be analysed, and things you can do in terms of looking at how political figures use their twitter accounts to engage (or not) with the public and other stakeholders.
Ensuring the competitiveness of knowledge as the fourth mission of higher edu...László Horváth
Student satisfaction and expectations in a service marketing approach in the Hungarian higher education
1st Central European Higher Education Conference
Budapest, 29th January 2015
Journal of Instructional Pedagogies Transfer of learning,.docxpriestmanmable
Journal of Instructional Pedagogies
Transfer of learning, Page 1
Transfer of learning across courses in an MBA curriculum:
a managerial finance case study
Robert Stretcher
Sam Houston State University
Geraldine E. Hynes
Sam Houston State University
Bala Maniam
Sam Houston State University
Abstract
Business degree programs typically include a variety of required courses targeting
analytical skills, general knowledge, and communication competencies. Integration of these
learning outcomes is crucial for students’ effective professional activities, yet little is known
about cross-disciplinary transfer of specific knowledge, skills, and attitudes (KSAs). This study
examined the extent to which graduate students applied oral and written communication skills
and strategies learned in a Managerial Communication course to assignments in a Managerial
Finance course. Principles of organization were the most frequently applied communication
strategies. Additionally, quality levels of the Finance course deliverables seemed relatively
unaffected by students' prior Managerial Communication course experience.
Keywords: MBA curriculum, communication skills, managerial finance, cross-disciplinary
learning
Journal of Instructional Pedagogies
Transfer of learning, Page 2
PURPOSE
Business schools typically are comprised of departments, each of which promotes its
subject matter as a crucial element for business success. Some departments house more than one
discipline, such as Management and Marketing, Finance and Economics, or Accounting and
Information Systems. In this College of Business Administration, for example, the Business
Communication faculty are in the same department as the Business Law and the Finance faculty.
But even within these cross-disciplinary units there often is little true understanding – among
faculty as well as students -- of how the subject areas are integrated. This research suggests that a
much-ignored synergy across disciplines, particularly between Business Communication and
analytical subjects, would be beneficial to students as they prepare for professional life.
One topic that seems logical for such cooperation is the reporting of financial and
statistical analyses. In Finance courses students are often required to produce and explain their
analyses of a firm’s condition and performance as well as financial justifications for management
decisions. A challenge is to make these analyses understandable, not just to the professor who
assigned the project but also to potential investors, managers, and other audiences. At this
juncture, students could apply Business Communication competencies such as organizing their
ideas, composing coherent messages, and presenting data in a format that is understandable to
non-specialists in the finance field.
In this experience, however, students rarely see the substantive application of ...
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT SANA FATIMA
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT:
GLATTHORN’S MODEL
NON-SCIENTIFIC MODELS:
1. Are Flexible and less structured without predetermined objectives to guide the teaching-learning process. It considers that the curriculum evolves rather than being planned precisely.
2. Based on the progressive philosophy where the needs and interests of individual learners and the needs of the society are the main concerns
3. Give recognition to the importance of music, arts, literature, health education & humanities.
4. The approaches in this category are humanistic and reconceptualist as this category prefers child centered and problem centered designs
• One of the most Recognized Nontechnical/Nonscientific Models is Allan Glatthorn’s model: Naturalistic Model
Glatthorn Model contains the following eight steps:
1. Assess the alternatives:
2. Stake out the territory:
3. Develop a constituency:
4, Build the knowledge base:
5. Block, in the Unit:
6. Plan quality learning experiences:
7. Develop the course examination:
8. Developing the learning scenarios:
Reimagining and Reinforcing Student Success Into Career Success Across the Cu...credomarketing
The final webinar in Credo Education webinar series "The Onus is On Us - How Higher Education Can Close the Skills Gap" presented by Kate Sawyer, Higher Education Administration and Library Consultant.
Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Teaching and learning - addressing the gaps' - Sandy Gilkes
Transition and the first year experience: University students’ expectations Chris Hall
Transition and the first year experience: University students’ expectations Research question: What do you expect to gain from attending university? Alderson, Hall & Latreille
A Situational Leadership Model for Adult Education in the Context of Teaching...David Meier
Doctoral Defense Presentation:
The leading thought of the research at hand was the idea that bringing together situational leadership theories with theories of adult education will result in a synergy effect. The final goal was to put up a science-based synergetic model for adult education and specifically for the teaching of statistics.
Teacher quality and related issues (i.e., teacher preparation, recruitment, and professional development) ranked among the highest priority areas among a sample of education policymakers surveyed by the Institute of Education Sciences. And it is not surprising that quality teaching also emerged as a central theme in one recent series of Policy Forums.
Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports.
Source: https://ezinearticles.com/?Overcoming-Challenging-School-Environments&id=10174636
This document outlines outputs and findings of the C-SAP "Cascading Social Science Open Educational Resources" project undertaken as part of second phase of UK OER programme.
Sociology and anthropology briefings (C-SAP collections project)CSAPSubjectCentre
This literature review was written as part of the C-SAP (Higher Education Academy's Centre for Sociology, Anthropology and Politics) project "Discovering Collections of Social Science Open Educational Resources". The project ran from August 2010 - August 2011 as part of Phase 2 of the HEFCE-funded Open Educational Resources (OER) programme. The programme focused in particular on issues related to the discovery and use of OER by academics and was managed jointly by the Higher Education Academy [HEA] and Joint Information Systems Committee [JISC].
User testing and focus group report at Manchester University (C-SAP collectio...CSAPSubjectCentre
Focus group and user testing of the front-end website http://methods.hud.ac.uk/ at the University of Manchester on 27th July 2011. Part of the OER Phase 2 C-SAP Collections Project
Expert workshop report, Birmingham, February 2011 (C-SAP collections project)CSAPSubjectCentre
An expert workshop and user testing of OER repositories held in Birmingham on 24th February 2011 to investigate the discovery and use of digital and OERs in research methods’ teaching. The workshop was attended by Alan Bryman, Dave Harris, Sean Moley, Kate Orton-Johnson, Sara Ryan and Antje Lindenmeyer
Social research methods and open educational resources: a literature review (...CSAPSubjectCentre
A literature review written by Kate Orton-Johnson and Ian Fairweather as part of the C-SAP (Higher Education Academy's Centre for Sociology, Anthropology and Politics) project "Discovering Collections of Social Science Open Educational Resources".
Focus group with staff at Teesside University (C-SAP cascade project)CSAPSubjectCentre
The focus group was undertaken in the context of the C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics) project “Cascading Social Science Open Educational Resources”.
The focus group was conducted by Michael Teague and John Craig from Teesside University who were involved in the project as academic partners. More information about the project can be found at http://cascadeoer2.pbworks.com
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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