The document discusses a scenario where TAs are providing minimal feedback to students on draft assignments due to a quick turnaround time for grading. In the solutions proposed, it is recommended that:
1) TAs establish clear expectations and objectives for students and create a roadmap to divide assignments into sections to provide effective feedback while meeting deadlines.
2) TAs utilize small group and virtual discussion sessions to provide additional feedback to students in a collaborative environment.
3) Formative feedback plays a vital role in the learning process by helping students identify gaps and adjust their learning, which supports improvement in summative assessments like final projects.
4) Regular communication among the TA team is important to coordinate grading,
A detailed analysis is made of the problem of consecutive poor placement record of Banasthali University. Various tools learned in the previous challenges are utilized to reach a viable and efficient solution to address the main problems and improve placement statistics. Presentation made by Aparna Agnihotri, Soumya Badola and Simran Nagar.
The document discusses various training methods used by organizations. It describes assessing training needs through organizational and personal analysis to determine what skills are needed. Various on-site and off-site training methods are outlined, such as on-the-job training, lectures, simulations, and role playing. The goal of training is to help employees acquire job-related skills and behaviors to improve performance. Training programs are evaluated based on reaction, learning, behavior change, and results.
How to gather the right evidence to demonstrate the business value of learningDr. Regis P. Chasse, MBA
For many years, we could proudly report the cost of learning (cost per learning hour, the ratio of L&D professionals per 1000-employee, or how many people our high-priority programs reached); however, it was very difficult to demonstrate the actual value of learning to the business.
After years of focused efforts, we now use a pragmatic and cost-effective approach to measure the business impact of learning. This document covers:
• The pillars of our effectiveness evaluation framework
• Moving the conversation with stakeholders from cost to value
• Developing a pragmatic measurement approach for a learning program: challenges to expect and goals to set
1) The document discusses the need for assessment in higher education to promote long-term sustainable learning rather than just focusing on short-term outcomes.
2) It argues that assessment should equip students with skills like self-assessment, reflection, and judgment that they can apply beyond their current studies.
3) Examples are provided of how to design assessments that engage students actively in their learning, provide purposeful feedback, and better align assessment with teaching goals for long-term development.
Mba syllabus 2019 pattern (sem i to iv) 08.062020 (2)indseach
The document summarizes the revised curriculum for the Master of Business Administration (MBA) program effective from the 2019-2020 academic year. Key aspects of the revised curriculum include:
1. Implementing an Outcome Based Education approach along with the existing Choice Based Credit System and grading system.
2. Defining terms related to the Outcome Based Education approach such as Program Educational Objectives, Graduate Attributes, Program Outcomes, Program Specific Outcomes, Learning Outcomes, Course Outcomes, and Outcome Based Assessment.
3. Outlining the Program Educational Objectives and Program Outcomes that students will achieve by the end of the MBA program related to integrating management theories, effective communication, leadership, global
The document discusses outcome-based education (OBE). It defines OBE and explains its benefits, including international recognition, employable graduates, improved institution reputation, stakeholder involvement, and preparing graduates for leadership. Key aspects of OBE include clarity, flexibility, and student involvement in learning. The benefits of OBE for faculty are also outlined. The document then discusses various OBE components like program outcomes, program educational objectives, program specific outcomes, and graduate attributes. It provides examples of outcomes and attributes for a mechanical engineering program. Finally, it discusses implementing OBE through curriculum design, assessment, and the roles of lecturers and students.
The document discusses a scenario where TAs are providing minimal feedback to students on draft assignments due to a quick turnaround time for grading. In the solutions proposed, it is recommended that:
1) TAs establish clear expectations and objectives for students and create a roadmap to divide assignments into sections to provide effective feedback while meeting deadlines.
2) TAs utilize small group and virtual discussion sessions to provide additional feedback to students in a collaborative environment.
3) Formative feedback plays a vital role in the learning process by helping students identify gaps and adjust their learning, which supports improvement in summative assessments like final projects.
4) Regular communication among the TA team is important to coordinate grading,
A detailed analysis is made of the problem of consecutive poor placement record of Banasthali University. Various tools learned in the previous challenges are utilized to reach a viable and efficient solution to address the main problems and improve placement statistics. Presentation made by Aparna Agnihotri, Soumya Badola and Simran Nagar.
The document discusses various training methods used by organizations. It describes assessing training needs through organizational and personal analysis to determine what skills are needed. Various on-site and off-site training methods are outlined, such as on-the-job training, lectures, simulations, and role playing. The goal of training is to help employees acquire job-related skills and behaviors to improve performance. Training programs are evaluated based on reaction, learning, behavior change, and results.
How to gather the right evidence to demonstrate the business value of learningDr. Regis P. Chasse, MBA
For many years, we could proudly report the cost of learning (cost per learning hour, the ratio of L&D professionals per 1000-employee, or how many people our high-priority programs reached); however, it was very difficult to demonstrate the actual value of learning to the business.
After years of focused efforts, we now use a pragmatic and cost-effective approach to measure the business impact of learning. This document covers:
• The pillars of our effectiveness evaluation framework
• Moving the conversation with stakeholders from cost to value
• Developing a pragmatic measurement approach for a learning program: challenges to expect and goals to set
1) The document discusses the need for assessment in higher education to promote long-term sustainable learning rather than just focusing on short-term outcomes.
2) It argues that assessment should equip students with skills like self-assessment, reflection, and judgment that they can apply beyond their current studies.
3) Examples are provided of how to design assessments that engage students actively in their learning, provide purposeful feedback, and better align assessment with teaching goals for long-term development.
Mba syllabus 2019 pattern (sem i to iv) 08.062020 (2)indseach
The document summarizes the revised curriculum for the Master of Business Administration (MBA) program effective from the 2019-2020 academic year. Key aspects of the revised curriculum include:
1. Implementing an Outcome Based Education approach along with the existing Choice Based Credit System and grading system.
2. Defining terms related to the Outcome Based Education approach such as Program Educational Objectives, Graduate Attributes, Program Outcomes, Program Specific Outcomes, Learning Outcomes, Course Outcomes, and Outcome Based Assessment.
3. Outlining the Program Educational Objectives and Program Outcomes that students will achieve by the end of the MBA program related to integrating management theories, effective communication, leadership, global
The document discusses outcome-based education (OBE). It defines OBE and explains its benefits, including international recognition, employable graduates, improved institution reputation, stakeholder involvement, and preparing graduates for leadership. Key aspects of OBE include clarity, flexibility, and student involvement in learning. The benefits of OBE for faculty are also outlined. The document then discusses various OBE components like program outcomes, program educational objectives, program specific outcomes, and graduate attributes. It provides examples of outcomes and attributes for a mechanical engineering program. Finally, it discusses implementing OBE through curriculum design, assessment, and the roles of lecturers and students.
This document summarizes a study on assessment workload at an unnamed institution. It analyzed 5 programs across 5 faculties to understand staff and student workloads during one semester. Key findings include clustering of assessments towards the end of semester for students, with large variations in time spent on tasks. For staff, there was lack of awareness of workloads in other modules. Recommendations include improved communication across programs on assessments and asking staff about expected student time. The document provides contact details and references literature on best practices for measuring and standardizing assessment workload.
This document summarizes a study on assessment workload at an unnamed institution. It profiles summative continuous assessment workloads for students and staff during one semester. Key findings include that multiple assessments often cluster towards the end of semester. Students generally spend 1 day or less on assessments regardless of weighting, while time spent varies greatly for group work. Staff are often unaware of workloads in other modules. Recommendations include better communication across programmes on assessments and asking students why they spend certain amounts of time on assessments.
KM SHOWCASE 2019 - Lessons from the IFC - Kemal CakiciKM Institute
The document discusses an organization's efforts to systematically capture and share lessons learned from projects and mistakes. It outlines challenges such as lessons not being captured systematically, lack of incentives for sharing lessons, and lessons being fragmented and difficult to find. It then details various initiatives and programs the organization has implemented over time to address these challenges, including knowledge packages, learning weeks, and a lessons learned wizard. Key lessons are that organizational culture and leadership support are important for knowledge sharing, and new technologies like artificial intelligence open opportunities but quality and easy access remain challenges. Metrics for evaluating the impact of lessons captured and applied are also discussed.
This presentation was provided by Bob Fielden. Bob covered the background to Canterbury Christ Church University’s engagement with APM, how the university has embedded an APM professional qualification and recent developments with the project management module and qualification.
The document discusses lessons for project managers in their role. It identifies project management as an "accidental profession" for two reasons: 1) project managers are often not formally selected and trained, and 2) many individuals pursue project management without defining a clear career path. It then provides 12 guidelines for project managers to address common problems, such as understanding stakeholder expectations, using flexible leadership styles, and maintaining appropriate planning. The guidelines range from understanding the project context to effective time management.
This document provides details on a proposed training program plan for an organization experiencing productivity issues. A needs analysis identified lack of communication, leadership, problem-solving skills, and computer literacy as contributing factors. The proposed training program aims to enhance employee knowledge, boost production rates, reduce turnover, and create a culture of learning. It outlines goals, stakeholders, instructional practices, and a budget. The goal is to develop future leaders through structured training that connects experiences to learning and fosters employee ownership over their development.
The document outlines Ulster University's Career Development Learning framework and initiatives to promote employability. It discusses how the framework is developed through partnerships between faculties and the Career Development Centre. It provides examples of career learning initiatives across different schools, including bespoke career management skills modules, modules offered through the Certificate in Personal and Professional Development, and events with employer involvement. Student feedback indicates the framework helps students focus on career planning, gain work experience, and learn the skills employers seek.
This document summarizes a presentation about managing process improvement projects to achieve success. It describes seven significant challenges faced by a small project team, including slow initial adoption of improvements, resource shortages, and lack of management support. It outlines eighteen lessons learned to help others, such as open communication, good planning, and outsider peer review. The results were achieving CMMI level 2 and 3 ahead of schedule with exemplary ratings and improved quality, expectations, relationships, and ability to change.
This document provides feedback on a management certificate final project. It summarizes that the candidate presented on a project to address an issue at their work site. The presentation covered planning the project, monitoring progress, providing feedback, and maintaining relationships with managers. The feedback noted the candidate demonstrated understanding of objectives and supporting team members. It provided a grade of 73% and said the project added value and the candidate showed how to apply theory in practice.
This document provides details about the MBA Consultancy Project course for semester 2b of the 2011/2012 academic year, including the course description and objectives, learning outcomes, teaching approach, assessment, and guidelines. The core goals of the project are for student teams to work with a client organization on a real-world business issue over 2-3 months, applying their academic knowledge and experience to provide recommendations in a written report and presentation. Students will develop skills in project methodology, client relationship management, delivering value to the client, flexibility, applying course concepts, teamwork, analysis, and report/presentation delivery. Assessment involves submitting a group report under 5000 words and a 20-minute group presentation, which are evaluated based on client feedback
This document discusses different approaches to incorporating teamwork in higher education courses to support students' professional development. It begins with an introduction from Peter Hartley and Chris Dearnley about their careers and interests. They then pose questions about how course teams incorporate student teamwork and what the ideal mix of teamwork looks like.
The document outlines several educational approaches that differ in who sets the problem/task and manages the group process, including team-based learning (TBL), problem-based learning (PBL), and project groups. Examples of implementing TBL at various universities are provided. Scaling Up, a HEFCE project, and an example of cybersecurity PBL are also summarized. Overall, the document explores how to
A system-thinking approach to a learning organization transformationSIKM
The document discusses building a learning organization at GE Renewables. It outlines several challenges related to learning and collaboration. It then describes a multi-phase approach to transforming the organization into a learning organization where leadership is committed to learning, problems are solved collectively, and new expertise is developed. Finally, it discusses components of the learning organization operating model including expertise development, problem solving capacity, and knowledge sharing communities.
This project evaluation summarizes the first cohort of a new master's program. The goals were to enroll 20 students and have an 80% graduation rate. While the program met its enrollment goal, only 70% of students graduated. Online marketing was most effective for recruitment. The evaluation identifies challenges like disorganization, unclear communication, and schedule changes. It recommends improving marketing materials, increasing faculty meetings, and notifying students early of any changes. Overall lessons focus on enhancing communication, organization, and change management processes for future cohorts.
The document discusses project management concepts including defining a project, the differences between projects and regular work, and what project management entails. It describes the typical project life cycle which includes initiation, planning, execution, and closing phases. Each phase is discussed in detail including typical activities in each phase. It also discusses the role of the project manager and factors for project success versus failure such as planning, communication, resources, and clear goals.
This document discusses employability skills for a civil engineering career. It covers developing responsibilities and performance objectives, evaluating performance goals, creating a personal development plan, reviewing motivation techniques, communication styles, time management strategies, and team dynamics. For developing responsibilities, it provides examples of personal responsibilities and performance objectives for a civil engineer. It also includes templates for evaluating goals, a personal development plan, and a motivation analysis. When discussing communication, it outlines different communication styles and problem solving approaches. It proposes time management strategies like creating to-do lists and schedules. Finally, it describes the roles and dynamics of effective teamwork, including allocating resources, communicating, fulfilling requirements, and providing training.
Case study 1 katie jones delivery during lockdown school of creative and cult...Konstantina Martzoukou
This is case study 1 of a new series of teaching and learning we introduced in OneHE online community Mindsets, inspired by the changes caused by the pandemic.
Katie Jones is a Lecturer in Events Management and Marketing within the School of Creative & Cultural Business at Robert Gordon University. Katie teaches modules such as live festival management, corporate & association events management, consumer psychology as well as supervising live client event projects and managing the development of practical industry experience portfolios for the events students. If you would like to share your own case study please get in touch with me k.martzoukou@rgu.ac.uk
"What makes Quantum Challenge (QC) special?guest73bba7
1. Quantum Challenge (QC) is a skills training program for university students to help advance their employability.
2. It focuses on teaching 20 transferable skills organized under 3 areas - accountability, planning and execution, and communication.
3. The skills are researched, taught in interactive 3-hour workshops for 15-30 students, and aimed at helping students apply the skills through activities and assessments.
The document contains 10 exam questions related to project management. The questions cover topics such as project management office types, project characteristics, portfolio vs program vs project, responsibilities of a project manager, interpersonal skills, portfolio management, earned value management, constraints, and personal skills. The questions test understanding of key project management concepts and principles as they may appear on the PMP certification exam.
The document contains 10 exam questions related to project management. The questions cover topics such as types of project management offices, characteristics of projects and portfolios, responsibilities of a project manager, interpersonal skills, and constraints that can impact a project. The questions test understanding of core project management concepts and how they apply in different scenarios.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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This document summarizes a study on assessment workload at an unnamed institution. It analyzed 5 programs across 5 faculties to understand staff and student workloads during one semester. Key findings include clustering of assessments towards the end of semester for students, with large variations in time spent on tasks. For staff, there was lack of awareness of workloads in other modules. Recommendations include improved communication across programs on assessments and asking staff about expected student time. The document provides contact details and references literature on best practices for measuring and standardizing assessment workload.
This document summarizes a study on assessment workload at an unnamed institution. It profiles summative continuous assessment workloads for students and staff during one semester. Key findings include that multiple assessments often cluster towards the end of semester. Students generally spend 1 day or less on assessments regardless of weighting, while time spent varies greatly for group work. Staff are often unaware of workloads in other modules. Recommendations include better communication across programmes on assessments and asking students why they spend certain amounts of time on assessments.
KM SHOWCASE 2019 - Lessons from the IFC - Kemal CakiciKM Institute
The document discusses an organization's efforts to systematically capture and share lessons learned from projects and mistakes. It outlines challenges such as lessons not being captured systematically, lack of incentives for sharing lessons, and lessons being fragmented and difficult to find. It then details various initiatives and programs the organization has implemented over time to address these challenges, including knowledge packages, learning weeks, and a lessons learned wizard. Key lessons are that organizational culture and leadership support are important for knowledge sharing, and new technologies like artificial intelligence open opportunities but quality and easy access remain challenges. Metrics for evaluating the impact of lessons captured and applied are also discussed.
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This document provides details on a proposed training program plan for an organization experiencing productivity issues. A needs analysis identified lack of communication, leadership, problem-solving skills, and computer literacy as contributing factors. The proposed training program aims to enhance employee knowledge, boost production rates, reduce turnover, and create a culture of learning. It outlines goals, stakeholders, instructional practices, and a budget. The goal is to develop future leaders through structured training that connects experiences to learning and fosters employee ownership over their development.
The document outlines Ulster University's Career Development Learning framework and initiatives to promote employability. It discusses how the framework is developed through partnerships between faculties and the Career Development Centre. It provides examples of career learning initiatives across different schools, including bespoke career management skills modules, modules offered through the Certificate in Personal and Professional Development, and events with employer involvement. Student feedback indicates the framework helps students focus on career planning, gain work experience, and learn the skills employers seek.
This document summarizes a presentation about managing process improvement projects to achieve success. It describes seven significant challenges faced by a small project team, including slow initial adoption of improvements, resource shortages, and lack of management support. It outlines eighteen lessons learned to help others, such as open communication, good planning, and outsider peer review. The results were achieving CMMI level 2 and 3 ahead of schedule with exemplary ratings and improved quality, expectations, relationships, and ability to change.
This document provides feedback on a management certificate final project. It summarizes that the candidate presented on a project to address an issue at their work site. The presentation covered planning the project, monitoring progress, providing feedback, and maintaining relationships with managers. The feedback noted the candidate demonstrated understanding of objectives and supporting team members. It provided a grade of 73% and said the project added value and the candidate showed how to apply theory in practice.
This document provides details about the MBA Consultancy Project course for semester 2b of the 2011/2012 academic year, including the course description and objectives, learning outcomes, teaching approach, assessment, and guidelines. The core goals of the project are for student teams to work with a client organization on a real-world business issue over 2-3 months, applying their academic knowledge and experience to provide recommendations in a written report and presentation. Students will develop skills in project methodology, client relationship management, delivering value to the client, flexibility, applying course concepts, teamwork, analysis, and report/presentation delivery. Assessment involves submitting a group report under 5000 words and a 20-minute group presentation, which are evaluated based on client feedback
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Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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1. Navigating the Partner Challenge: A
Guide for Future Zayed University
Students
By: 202318022 - Dhabia Mohamed
Mentor: Jamie Buchanan
2. What does the partner challenge
mean, and why is it important?
CIS students are given a challenging topic from particular
companies, and they provide their responses to both company
representatives and their mentors at the end of the semester. The
partner challenge is significant as it provides students with
real-world problem-solving experience, allowing them to apply
their knowledge and skills in a practical setting
3. Real-life Example – Personal anecdote
Last semester, during the Partner Challenge for our final presentation, my team and I
encountered a significant issue stemming from a lack of time management among team
partners. We had diligently divided the workload among us, ensuring each member had clear
responsibilities. As the deadline approached, I completed my assigned tasks and eagerly
awaited the submission of my teammate’s sections. However, as the submission deadline
loomed closer, it became apparent that not all team members had managed their time
effectively. One of my partners failed to complete their section on time, leaving us in a
precarious situation. Despite repeated reminders and attempts to assist, their part remained
incomplete. With little time left, I found myself grappling with the dilemma of whether to
rewrite their section or risk submitting an incomplete project. Finally, I reluctantly took on
the additional work, sacrificing my own time and energy to ensure the project's completion.
This experience underscored the critical importance of effective time management.
4. - Time management amidst academic
commitments
- According to College Success Plan (2021),
many college students report feeling that they
do not have the time-management strategies
they need to be successful. This can lead to
heightened levels of stress and anxiety as
well as low self-esteem.
Challenge faced:
5. Addressing Time management
Implementing the
“ Pomodoro Technique” can
be an effective solution to
address the time management
challenges we face in the
Partner Challenge.
6. Benefits
1) Increased concentration:
Breaking work into focused
intervals helps maintain a
high level of concentration
and minimizes distractions.
2) Reduced stress: Built-in
breaks prevent tiredness,
enabling sustained energy and
motivation throughout the
project.
5) Enhanced productivity: Regular
evaluation and reflection on
progress allow for adjustments to
meet project milestones and
deadlines effectively.
9. References:
Studio, I. D. D. (2021, November 12). Where has the time gone?. College
Success Plan. https://collegesuccessplan.com/blog/where-has-the-time-
gone