Assessing college-wide technology literacy can be easy with SAM. Glendale Community College has been using SAM
to assess both course-level assessment and assess their students’ understanding of technology when they leave the
college through college-wide assessment. Come and see how you can tie course level assessment into college-wide
assessment outcomes through the use of one tool.
The document summarizes the Texas STaR Chart, which assesses educators and campuses/districts in the state of Texas on their use of technology. The STaR Chart evaluation is based on 4 key areas from the Texas Long Range Plan for Technology: teaching and learning, educator preparation, leadership/administration, and infrastructure. Campuses/districts receive a classification of early tech, developing tech, advanced tech, or target tech. Statewide results from 2008-2009 show percentages of campuses/districts that fell into early or developing categories for each key area. The STaR Chart data helps ensure Texas students are learning 21st century technology skills.
Ronald Reagan High School presented their Texas STaR Chart evaluation over three years from 2007-2008 to 2010-2011. The STaR Chart is an online self-assessment tool that measures progress across key areas of technology integration based on the state's Long-Range Plan for Technology. According to the summary, Reagan HS improved to the Advanced Tech level in every key area over three years, but has since remained stagnant and not reached the Target Tech level in any area. The presentation concluded with action items to identify weaknesses, develop improvement strategies, implement them with timelines and resources, and re-evaluate progress using the STaR Chart.
This document summarizes the Computer Based Testing System (CBTS) offered by Tec - The Education Consultancy. CBTS allows schools to administer assessments online or offline with minimal resources. It provides accurate assessments that save time and costs. Schools can use CBTS to enhance their portfolio, address 21st century challenges, and monitor syllabus conduction efficiently. Tec offers training and a question bank aligned to various exam boards. The system allows administrators to generate customized tests and obtain results instantly. It provides a quality academic management solution through an online or offline server-based platform.
The STaR Chart summarizes Sundown Elementary's progress on technology goals, showing improved campus data from 2007-2008 to 2008-2009 across infrastructure, teaching, and learning. It recommends teacher-led staff development, gathering student input, instruction on current classroom tech, and sharing successful tech-integrated lessons to continue advancing Sundown's technology integration.
Uma Maheswar Reddy is seeking a career opportunity. He has experience creating daily, weekly, and monthly reports through Excel. As part of a 6-month project during his MCA studies, he generated MIS reports, maintained databases, and presented reports using PowerPoint. He has strong skills in Excel, including macros, pivot tables, charts, and formulas like VLOOKUP and HLOOKUP. He is proficient in MS Office, SQL, and has experience working with MS Access databases.
This document contains the professional profile of Pratyush Kumar. He has 1 year of experience as a Salesforce developer at Arva Software Pvt. Ltd. His skills include developing Apex classes, Visualforce pages, and triggers. He has experience with custom objects, fields, page layouts, and integrating Salesforce with external systems using REST and SOAP APIs.
This document outlines the features and information available in a college management system for administrators, accounts, faculty, students, and staff. The system allows administrators to view and manage user accounts, faculty, students, and staff. It provides faculty access to student information like attendance, exam scores, completed subjects, and extracurricular participation. Students can view their attendance records, exam results, fees owed, and course progress. The system also displays staff qualifications, experience, and salary details.
Nadia Ahmed Eltelaity is a higher education professional based in Qatar with over 15 years of experience in student records management, registration, and admissions. She is currently the Registration Manager at Doha Institute for Graduate Studies, where she oversees academic records, enrollment services, academic progress monitoring, and graduation coordination. Previously, she held roles as Acting Manager of Admission and Registration at Egypt-Japan University of Science and Technology and as Admission and Registration Department Auditor at Pharos University in Alexandria. She holds a Master of Education in Higher Education Administration from Northeastern University and a Master of Business Administration in Human Resources Management.
The document summarizes the Texas STaR Chart, which assesses educators and campuses/districts in the state of Texas on their use of technology. The STaR Chart evaluation is based on 4 key areas from the Texas Long Range Plan for Technology: teaching and learning, educator preparation, leadership/administration, and infrastructure. Campuses/districts receive a classification of early tech, developing tech, advanced tech, or target tech. Statewide results from 2008-2009 show percentages of campuses/districts that fell into early or developing categories for each key area. The STaR Chart data helps ensure Texas students are learning 21st century technology skills.
Ronald Reagan High School presented their Texas STaR Chart evaluation over three years from 2007-2008 to 2010-2011. The STaR Chart is an online self-assessment tool that measures progress across key areas of technology integration based on the state's Long-Range Plan for Technology. According to the summary, Reagan HS improved to the Advanced Tech level in every key area over three years, but has since remained stagnant and not reached the Target Tech level in any area. The presentation concluded with action items to identify weaknesses, develop improvement strategies, implement them with timelines and resources, and re-evaluate progress using the STaR Chart.
This document summarizes the Computer Based Testing System (CBTS) offered by Tec - The Education Consultancy. CBTS allows schools to administer assessments online or offline with minimal resources. It provides accurate assessments that save time and costs. Schools can use CBTS to enhance their portfolio, address 21st century challenges, and monitor syllabus conduction efficiently. Tec offers training and a question bank aligned to various exam boards. The system allows administrators to generate customized tests and obtain results instantly. It provides a quality academic management solution through an online or offline server-based platform.
The STaR Chart summarizes Sundown Elementary's progress on technology goals, showing improved campus data from 2007-2008 to 2008-2009 across infrastructure, teaching, and learning. It recommends teacher-led staff development, gathering student input, instruction on current classroom tech, and sharing successful tech-integrated lessons to continue advancing Sundown's technology integration.
Uma Maheswar Reddy is seeking a career opportunity. He has experience creating daily, weekly, and monthly reports through Excel. As part of a 6-month project during his MCA studies, he generated MIS reports, maintained databases, and presented reports using PowerPoint. He has strong skills in Excel, including macros, pivot tables, charts, and formulas like VLOOKUP and HLOOKUP. He is proficient in MS Office, SQL, and has experience working with MS Access databases.
This document contains the professional profile of Pratyush Kumar. He has 1 year of experience as a Salesforce developer at Arva Software Pvt. Ltd. His skills include developing Apex classes, Visualforce pages, and triggers. He has experience with custom objects, fields, page layouts, and integrating Salesforce with external systems using REST and SOAP APIs.
This document outlines the features and information available in a college management system for administrators, accounts, faculty, students, and staff. The system allows administrators to view and manage user accounts, faculty, students, and staff. It provides faculty access to student information like attendance, exam scores, completed subjects, and extracurricular participation. Students can view their attendance records, exam results, fees owed, and course progress. The system also displays staff qualifications, experience, and salary details.
Nadia Ahmed Eltelaity is a higher education professional based in Qatar with over 15 years of experience in student records management, registration, and admissions. She is currently the Registration Manager at Doha Institute for Graduate Studies, where she oversees academic records, enrollment services, academic progress monitoring, and graduation coordination. Previously, she held roles as Acting Manager of Admission and Registration at Egypt-Japan University of Science and Technology and as Admission and Registration Department Auditor at Pharos University in Alexandria. She holds a Master of Education in Higher Education Administration from Northeastern University and a Master of Business Administration in Human Resources Management.
This document summarizes research on factors influencing student outcomes at community colleges. It finds that institutional factors like tutoring, school size, number of part-time faculty, and financial resources can impact graduation rates. Student factors like age, socioeconomic status, race, enrollment in remedial courses, and nontraditional status also influence outcomes. While individual characteristics play a large role, the document suggests community colleges could improve outcomes by providing targeted support for minority and nontraditional students, using full-time faculty, and offering focused math remediation.
This document lists 131 projects from the Awards for Excellence program. It categorizes the projects into three groups based on their performance in achieving increased student learning of concepts and skills: 5 projects performed below expectations, 126 projects exceeded expectations, and 10 projects met expectations. The document provides the project ID numbers, titles, and outcome ranks for each listed project.
Creating Pathways to Student Success: Accelerating Developmental Education in...Holly Arnold Ayers
Ozarka College is redesigning its developmental education programs to accelerate student completion. The redesign includes integrating reading and writing courses, using a modularized emporium model for math, and adding supplemental instruction for English Composition I. Early results show improved retention rates compared to traditional courses. Ozarka will continue evaluating placement measures, instructional methods, and student outcomes to further improve the redesign in supporting student success.
The document summarizes the processes that four higher education institutions took to develop student learning outcomes for community engagement and civic learning programs. It describes how each institution involved stakeholders, conducted research and assessment, and aligned the outcomes with their institutional mission. The outcomes developed address skills like critical thinking, diversity and inclusion, civic participation, and lifelong learning. The institutions provide examples for others looking to establish or improve outcomes for similar programs.
Falling Short? College Learning and Career SuccessRobert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for the Association of American Colleges and Universities by Hart Research Associates.
From November 3 to 11, 2014, Hart Research Associates conducted an online survey on behalf of the Association of American Colleges and Universities among 400 employers whose organizations have at least 25 employees and report that 25% or more of their new hires hold either an associate degree from a two-year college or a bachelor’s degree from a four-year college. Respondents are executives at private sector and nonprofit organizations, including owners, CEOs, presidents, C-suite level executives, and vice presidents. The objective of the survey is to understand which learning outcomes employers believe are most important to acquire to be able to succeed in today’s economy, how prepared they believe recent college graduates are in these areas, and employers’ feelings about the importance of applied and project-based learning in college.
In addition, from November 13 to December 3, 2014, Hart Research conducted an online survey among 613 college students. Respondents included 455 four-year college seniors (304 at public colleges and 151 at private colleges) and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months. This survey explored many of the same topics as the survey of employers in order to provide a comparative perspective among college students. This report highlights selected findings from both the research among employers and the survey of current college students.
The majority of employers continue to say that possessing both field-specific knowledge and a broad range of knowledge and skills is important for recent college graduates to achieve long-term career success. Very few indicate that acquiring knowledge and skills mainly for a specific field or position is the best path for long-term success. Notably, college students recognize the importance of having both breadth and depth of skills and knowledge for their workplace success.
Employers say that when hiring, they place the greatest value on demonstrated proficiency in skills and knowledge that cut across all majors. The learning outcomes they rate as most important include written and oral communication skills, teamwork skills, ethical decision-making, critical thinking, and the ability to apply knowledge in real-world settings. Indeed, most employers say that these cross-cutting skills are more important to an individual’s success at their company than his or her undergraduate major.
However, employers feel that today’s college graduates are not particularly well prepared to achieve the learning outcomes that they view as important. This critique applies to all of the 17 learning outcomes tested, including the cross-cutting skills that employers highly value.
Employer Priorities for Most Important College Learning OutcomesRobert Kelly
Employers were surveyed about important college learning outcomes. The top three outcomes identified were: oral communication (85% said very important), problem solving in diverse settings (96% agreed is important regardless of field), and knowledge and understanding of democratic institutions and values (87% agreed is important regardless of field). Teamwork skills, written communication, and critical thinking were also identified as very important outcomes.
The Vision Project is the strategic initiative through which the Massachusetts Public Higher Education System as come together to focus on producing the best-educated citizenry and workforce in the nation by achieving national leadership on seven key outcomes, including "College Completion," meaning the graduation and student success rates of public higher education students. This presentation gives a preview of data showing where Massachusetts stands in college completion at the outset of the Vision Project and provides an overview of the people, projects, and deliverables involved in this outcome. More information at www.mass.edu/visionproject. Original presentation date: February 4, 2010
Strong Workforce Task Force Overview - December 2015Strong Workforce
Learn about the Task Force on Workforce, Job Creation and a Strong Economy and the recommendations made to enhance career technical education and workforce training to meet the demands of the economy and the labor market, thus benefitting individuals, communities, and the entire state.
The Top Skills That Can Get You Hired in 2017LinkedIn
We analyzed all the recruiting activity on LinkedIn this year and identified the Top Skills employers seek. Starting Oct 24, learn these skills and much more for free during the Week of Learning.
#AlwaysBeLearning https://learning.linkedin.com/week-of-learning
This document is a resume for Bhavika Dak summarizing her academic and professional experience working with Salesforce. She has a Master's degree in Computer Applications and experience administering and developing on the Salesforce platform, including with Apex, Visualforce, and building custom applications. Her projects include developing an online property rental application called Unishire Project using Salesforce and an ASP.NET job portal using C#, HTML, CSS and Microsoft SQL Server.
Ahmed Sayed Ahmed Abd El-Rehim is seeking an IT infrastructure management position. He has over 10 years of professional experience in systems administration, networking, and IT management. He has managed infrastructure projects and maintained Windows server environments, Exchange email servers, SQL databases, and storage systems. He has certifications in ITIL, PMP, MCSE, CCNA, and CCNP.
The document discusses the E-Rate program, which provides discounts for telecommunications and internet access to schools and libraries. It describes how E-Rate works by providing funding for telecom services, internet access, internal connections, and basic maintenance. Schools must provide additional resources like equipment, software, and professional development to utilize E-Rate funding. The rest of the document discusses Clear Creek Independent School District's technology plan and goals for using E-Rate discounts.
Successfully Delivering Secure Online Exams at ScaleAshley Wright
In Semester 1 of this academic year (2013-14) Newcastle University successfully delivered 71 exams, with more than 9000 student sittings across a multitude of venues across campus. The only additional software cost has been a site-wide Respondus Licence used to convert existing formatted questions and produce backup paper exam copies. By building on Blackboard's existing functionality, we have provided a streamlined process for building and running secure, locked down online exams with additional reporting and feedback functionality.
This presentation outlines how the OLAF (Online Assessment and Feedback) project has evolved since 2007 to its present state today. The stakeholders involved in a delivering a complex cross-institutional service and the tools we have developed to assist us to keep track of multiple exam delivery across multiple PC venues. Our technical support team have developed a free in-house solution for providing a locked down browser, using Firefox portable and a compatible extension. During the session we will explore the pros and cons of Blackboard as an assessment system, outlining what can be achieved and where we are hitting limitations and whether we can do anything about these limitations.
The existing assessment tools in Blackboard can meet the majority of needs for online examinations at present. We can use exported data from Blackboard to produce additional reports and student feedback. Yet there are limitations to the testing that can be conducted through Blackboard that will stop some users from fulfilling their requirements. There are still features that other software offers that staff would like to use, such as breaking tests into sections, more advanced text marking and so on.
Should institutions be aiming for more online assessments with more sophisticated features, or should we stick with what the majority need to use?
During the session we will encourage debate about short term/long term needs and strategies
This document discusses how a school district uses E-Rate funding to support its technology plan goals. It provides background on E-Rate, an overview of the district's technology needs and goals, and how it leverages E-Rate funding for infrastructure upgrades, internet access, and professional development. The district assesses progress through student and teacher technology proficiency metrics. While making progress above state and regional averages, there remains potential for growth. E-Rate funding will continue to be important for supporting the district's infrastructure, access, and educator preparation to meet its teaching and learning focused technology goals.
This document discusses how a school district uses E-Rate funding to support its technology plan goals. It provides background on E-Rate, an overview of the district's technology needs and goals, and how it leverages E-Rate funding for infrastructure upgrades, internet access, and professional development. The district assesses progress through student and teacher technology proficiency metrics. While making progress above state and regional averages, there remains potential for growth, especially in educator preparation and teaching/learning categories. The district will continue using E-Rate funding to support its infrastructure, access, and equity goals outlined in its technology plan.
This document contains job descriptions for two roles: a Software Test Engineer and a Systems Engineer. The Software Test Engineer's responsibilities include preparing test plans, designing and executing test cases, and reporting results. The Systems Engineer maintains IT systems based on Microsoft technologies, provides technical support, troubleshoots complex issues, and ensures system availability. Both roles require a Bachelor's degree and relevant experience.
Mayank Arora is seeking a challenging position utilizing his 2+ years of experience in application development on the Mainframe platform. He has worked extensively with COBOL, DB2, CICS, JCL, and other technologies. Currently working for Tata Consultancy on an Eaton payroll project involving requirements analysis, design, testing, and production support activities. He maintains high quality and meets SLAs while coordinating between onsite and offshore teams.
- The document provides a summary of a candidate's experience as a Test Engineer including 2.5 years of experience in software testing, specifically testing of data warehouse/ETL processes. Key tools used include Informatica, Oracle, Quality Centre, SQL, and UNIX. Details are given about 3 projects involving ETL testing for various clients across different industries.
The document discusses the E-Rate program, which provides discounts for telecommunications and internet access to schools and libraries. It describes how E-Rate works by providing funding in four categories, and discounts are determined by poverty levels and location. Applicants must provide additional resources like equipment, software, and training. The document also summarizes Clear Creek Independent School District's technology plan and goals for using E-Rate funding.
The document provides a detailed professional profile of Reddy. It summarizes his over 8 years of experience in quality assurance and testing, with a focus on ETL/data warehouse testing. He has extensive experience in test planning, test case creation, defect tracking, database testing, and working with tools like Informatica, Cognos, SQL, and PL/SQL. Recent roles have involved testing data extracts, transformations, and loads at financial services companies.
This document contains the resume of Narasimhulu C, seeking a position to utilize his skills in software testing and automation. He has over 5 years of experience in manual and automation testing using Selenium and has skills in Java, C programming, testing methodologies like SDLC, and frameworks like data-driven testing. He has a B.Tech degree in Electronics and Communication Engineering and is looking to continuously learn and contribute to the growth of an organization.
Ashraf Abdalkader Mohmed is seeking a position in quality assurance and quality control that allows him to apply his skills and learn new technologies. He has a 9-month diploma in information technology and business technology degrees from Canadian International College. His technical skills include Oracle, ISTQB certification, software testing concepts, CMMI models, and Agile methodologies. He has work experience in help desk, network administration, and software testing roles.
This document summarizes research on factors influencing student outcomes at community colleges. It finds that institutional factors like tutoring, school size, number of part-time faculty, and financial resources can impact graduation rates. Student factors like age, socioeconomic status, race, enrollment in remedial courses, and nontraditional status also influence outcomes. While individual characteristics play a large role, the document suggests community colleges could improve outcomes by providing targeted support for minority and nontraditional students, using full-time faculty, and offering focused math remediation.
This document lists 131 projects from the Awards for Excellence program. It categorizes the projects into three groups based on their performance in achieving increased student learning of concepts and skills: 5 projects performed below expectations, 126 projects exceeded expectations, and 10 projects met expectations. The document provides the project ID numbers, titles, and outcome ranks for each listed project.
Creating Pathways to Student Success: Accelerating Developmental Education in...Holly Arnold Ayers
Ozarka College is redesigning its developmental education programs to accelerate student completion. The redesign includes integrating reading and writing courses, using a modularized emporium model for math, and adding supplemental instruction for English Composition I. Early results show improved retention rates compared to traditional courses. Ozarka will continue evaluating placement measures, instructional methods, and student outcomes to further improve the redesign in supporting student success.
The document summarizes the processes that four higher education institutions took to develop student learning outcomes for community engagement and civic learning programs. It describes how each institution involved stakeholders, conducted research and assessment, and aligned the outcomes with their institutional mission. The outcomes developed address skills like critical thinking, diversity and inclusion, civic participation, and lifelong learning. The institutions provide examples for others looking to establish or improve outcomes for similar programs.
Falling Short? College Learning and Career SuccessRobert Kelly
Key findings from survey among 400 employers and 613 college students conducted in November and December 2014 for the Association of American Colleges and Universities by Hart Research Associates.
From November 3 to 11, 2014, Hart Research Associates conducted an online survey on behalf of the Association of American Colleges and Universities among 400 employers whose organizations have at least 25 employees and report that 25% or more of their new hires hold either an associate degree from a two-year college or a bachelor’s degree from a four-year college. Respondents are executives at private sector and nonprofit organizations, including owners, CEOs, presidents, C-suite level executives, and vice presidents. The objective of the survey is to understand which learning outcomes employers believe are most important to acquire to be able to succeed in today’s economy, how prepared they believe recent college graduates are in these areas, and employers’ feelings about the importance of applied and project-based learning in college.
In addition, from November 13 to December 3, 2014, Hart Research conducted an online survey among 613 college students. Respondents included 455 four-year college seniors (304 at public colleges and 151 at private colleges) and 158 community college students who plan to receive their associate degree or transfer to a four-year college within the next 12 months. This survey explored many of the same topics as the survey of employers in order to provide a comparative perspective among college students. This report highlights selected findings from both the research among employers and the survey of current college students.
The majority of employers continue to say that possessing both field-specific knowledge and a broad range of knowledge and skills is important for recent college graduates to achieve long-term career success. Very few indicate that acquiring knowledge and skills mainly for a specific field or position is the best path for long-term success. Notably, college students recognize the importance of having both breadth and depth of skills and knowledge for their workplace success.
Employers say that when hiring, they place the greatest value on demonstrated proficiency in skills and knowledge that cut across all majors. The learning outcomes they rate as most important include written and oral communication skills, teamwork skills, ethical decision-making, critical thinking, and the ability to apply knowledge in real-world settings. Indeed, most employers say that these cross-cutting skills are more important to an individual’s success at their company than his or her undergraduate major.
However, employers feel that today’s college graduates are not particularly well prepared to achieve the learning outcomes that they view as important. This critique applies to all of the 17 learning outcomes tested, including the cross-cutting skills that employers highly value.
Employer Priorities for Most Important College Learning OutcomesRobert Kelly
Employers were surveyed about important college learning outcomes. The top three outcomes identified were: oral communication (85% said very important), problem solving in diverse settings (96% agreed is important regardless of field), and knowledge and understanding of democratic institutions and values (87% agreed is important regardless of field). Teamwork skills, written communication, and critical thinking were also identified as very important outcomes.
The Vision Project is the strategic initiative through which the Massachusetts Public Higher Education System as come together to focus on producing the best-educated citizenry and workforce in the nation by achieving national leadership on seven key outcomes, including "College Completion," meaning the graduation and student success rates of public higher education students. This presentation gives a preview of data showing where Massachusetts stands in college completion at the outset of the Vision Project and provides an overview of the people, projects, and deliverables involved in this outcome. More information at www.mass.edu/visionproject. Original presentation date: February 4, 2010
Strong Workforce Task Force Overview - December 2015Strong Workforce
Learn about the Task Force on Workforce, Job Creation and a Strong Economy and the recommendations made to enhance career technical education and workforce training to meet the demands of the economy and the labor market, thus benefitting individuals, communities, and the entire state.
The Top Skills That Can Get You Hired in 2017LinkedIn
We analyzed all the recruiting activity on LinkedIn this year and identified the Top Skills employers seek. Starting Oct 24, learn these skills and much more for free during the Week of Learning.
#AlwaysBeLearning https://learning.linkedin.com/week-of-learning
This document is a resume for Bhavika Dak summarizing her academic and professional experience working with Salesforce. She has a Master's degree in Computer Applications and experience administering and developing on the Salesforce platform, including with Apex, Visualforce, and building custom applications. Her projects include developing an online property rental application called Unishire Project using Salesforce and an ASP.NET job portal using C#, HTML, CSS and Microsoft SQL Server.
Ahmed Sayed Ahmed Abd El-Rehim is seeking an IT infrastructure management position. He has over 10 years of professional experience in systems administration, networking, and IT management. He has managed infrastructure projects and maintained Windows server environments, Exchange email servers, SQL databases, and storage systems. He has certifications in ITIL, PMP, MCSE, CCNA, and CCNP.
The document discusses the E-Rate program, which provides discounts for telecommunications and internet access to schools and libraries. It describes how E-Rate works by providing funding for telecom services, internet access, internal connections, and basic maintenance. Schools must provide additional resources like equipment, software, and professional development to utilize E-Rate funding. The rest of the document discusses Clear Creek Independent School District's technology plan and goals for using E-Rate discounts.
Successfully Delivering Secure Online Exams at ScaleAshley Wright
In Semester 1 of this academic year (2013-14) Newcastle University successfully delivered 71 exams, with more than 9000 student sittings across a multitude of venues across campus. The only additional software cost has been a site-wide Respondus Licence used to convert existing formatted questions and produce backup paper exam copies. By building on Blackboard's existing functionality, we have provided a streamlined process for building and running secure, locked down online exams with additional reporting and feedback functionality.
This presentation outlines how the OLAF (Online Assessment and Feedback) project has evolved since 2007 to its present state today. The stakeholders involved in a delivering a complex cross-institutional service and the tools we have developed to assist us to keep track of multiple exam delivery across multiple PC venues. Our technical support team have developed a free in-house solution for providing a locked down browser, using Firefox portable and a compatible extension. During the session we will explore the pros and cons of Blackboard as an assessment system, outlining what can be achieved and where we are hitting limitations and whether we can do anything about these limitations.
The existing assessment tools in Blackboard can meet the majority of needs for online examinations at present. We can use exported data from Blackboard to produce additional reports and student feedback. Yet there are limitations to the testing that can be conducted through Blackboard that will stop some users from fulfilling their requirements. There are still features that other software offers that staff would like to use, such as breaking tests into sections, more advanced text marking and so on.
Should institutions be aiming for more online assessments with more sophisticated features, or should we stick with what the majority need to use?
During the session we will encourage debate about short term/long term needs and strategies
This document discusses how a school district uses E-Rate funding to support its technology plan goals. It provides background on E-Rate, an overview of the district's technology needs and goals, and how it leverages E-Rate funding for infrastructure upgrades, internet access, and professional development. The district assesses progress through student and teacher technology proficiency metrics. While making progress above state and regional averages, there remains potential for growth. E-Rate funding will continue to be important for supporting the district's infrastructure, access, and educator preparation to meet its teaching and learning focused technology goals.
This document discusses how a school district uses E-Rate funding to support its technology plan goals. It provides background on E-Rate, an overview of the district's technology needs and goals, and how it leverages E-Rate funding for infrastructure upgrades, internet access, and professional development. The district assesses progress through student and teacher technology proficiency metrics. While making progress above state and regional averages, there remains potential for growth, especially in educator preparation and teaching/learning categories. The district will continue using E-Rate funding to support its infrastructure, access, and equity goals outlined in its technology plan.
This document contains job descriptions for two roles: a Software Test Engineer and a Systems Engineer. The Software Test Engineer's responsibilities include preparing test plans, designing and executing test cases, and reporting results. The Systems Engineer maintains IT systems based on Microsoft technologies, provides technical support, troubleshoots complex issues, and ensures system availability. Both roles require a Bachelor's degree and relevant experience.
Mayank Arora is seeking a challenging position utilizing his 2+ years of experience in application development on the Mainframe platform. He has worked extensively with COBOL, DB2, CICS, JCL, and other technologies. Currently working for Tata Consultancy on an Eaton payroll project involving requirements analysis, design, testing, and production support activities. He maintains high quality and meets SLAs while coordinating between onsite and offshore teams.
- The document provides a summary of a candidate's experience as a Test Engineer including 2.5 years of experience in software testing, specifically testing of data warehouse/ETL processes. Key tools used include Informatica, Oracle, Quality Centre, SQL, and UNIX. Details are given about 3 projects involving ETL testing for various clients across different industries.
The document discusses the E-Rate program, which provides discounts for telecommunications and internet access to schools and libraries. It describes how E-Rate works by providing funding in four categories, and discounts are determined by poverty levels and location. Applicants must provide additional resources like equipment, software, and training. The document also summarizes Clear Creek Independent School District's technology plan and goals for using E-Rate funding.
The document provides a detailed professional profile of Reddy. It summarizes his over 8 years of experience in quality assurance and testing, with a focus on ETL/data warehouse testing. He has extensive experience in test planning, test case creation, defect tracking, database testing, and working with tools like Informatica, Cognos, SQL, and PL/SQL. Recent roles have involved testing data extracts, transformations, and loads at financial services companies.
This document contains the resume of Narasimhulu C, seeking a position to utilize his skills in software testing and automation. He has over 5 years of experience in manual and automation testing using Selenium and has skills in Java, C programming, testing methodologies like SDLC, and frameworks like data-driven testing. He has a B.Tech degree in Electronics and Communication Engineering and is looking to continuously learn and contribute to the growth of an organization.
Ashraf Abdalkader Mohmed is seeking a position in quality assurance and quality control that allows him to apply his skills and learn new technologies. He has a 9-month diploma in information technology and business technology degrees from Canadian International College. His technical skills include Oracle, ISTQB certification, software testing concepts, CMMI models, and Agile methodologies. He has work experience in help desk, network administration, and software testing roles.
Sepehr Roshandel is an industrial and management systems engineering student at West Virginia University expected to graduate in December 2017. He has experience leading multi-disciplinary teams on projects involving facilities planning, materials handling, and plant layout design. His technical skills include CAD, 3D modeling, programming, robotics, and electronics. Relevant work history includes positions as an electronic sales representative and IT technician where he gained experience in inventory management, troubleshooting, and customer assistance.
Abdul-Latif Abdul-Latif has over 15 years of experience in information technology with a focus on software development and project management. He holds a Bachelor's degree in Information and Communication Technology from the University of Wollongong. Most recently, he worked at King Abdullah University of Science and Technology as the lead developer and analyst migrating their admissions and enrollment systems. Prior to that, he held software engineering and development roles in Australia, New Zealand, and Saudi Arabia.
Are you in search of College Management System or University Management System? Visit us for world’s leading ERP Software & Solutions for Educational Organizations.
Having worked within the software industry for over 9 years, I have developed a wide range of skills that would meet and exceed the expectations for the role.
In my present role as a Principal Quality Engineer for Cvent I have had the opportunity in managing day to day project activities like feature deliveries, risk identification, timely reporting & triaging of issues, responsible for release coordination, in-sprint automation, negligible defect leakage. Supporting team in creation of UAT test cases against business requirements, also test case reviews of UI / API stories. Managed relationships and coordinated work between teams at different locations.
On entry to the university, there are students with a large heterogeneity in the levels of technological and information skills. The CERTITUDE project proposes to measure skills for these two areas.
The project is innovative in many ways. It is based on an assessment that several complementary dimensions, based on the profile of skills developed by Magellan and REPTIC, with significant production. For this aspect, the project focuses on issues based on a formal context augmented by multimedia, simulations, in situ production in Word and Excel tools and finally treasure hunts.
Methodology, tools and new Moodle question types developed under this project will be presented.
The curriculum vitae provides information about Sanjith K, including his contact details, career objective to seek a challenging position using his skills in computer hardware and networking with 1 year of experience, and lists his technical skills including various operating systems, software, certifications, and qualifications including an MBA in Information Systems and BCA in Computer Applications. It also outlines his key responsibilities in technical support and documentation, areas of interest, and a student registration and management project undertaken.
Abhishek Singh has over 3 years of experience working as an Oracle PL/SQL developer and UNIX shell scripting developer at Infosys. He has expertise in requirements analysis, software design, development, testing, and maintenance. He has worked on two projects at Infosys - a data migration project involving ETL using UNIX shell scripts and Oracle SQL Loader, and an application enhancement project involving front-end development and full SDLC. Abhishek holds a B.Tech in Information Technology and has achieved certifications in computer basics. He also held leadership roles in toastmasters and other clubs at Infosys.
Similar to Course Tech 2013, Rachelle Hall, Using Course-Level Assessment to Measure College-Wide Outcomes (20)
Discovering History Through Digital Newspaper CollectionCengage Learning
Hear from Seth Cayley, Director of Research Publishing at Gale, a part of Cengage Learning, as he discusses the historic media coverage of familiar and little known events, cultural phenomena, and everyday life found in 19th and early 20th century newspapers. Learn how historical newspapers can support faculty research, drive inquiry and critical thinking among students, and stimulate classroom debate.
Are Your Students Ready for Lab?
11/5/2015
Presenters: Bill Heslop and Tony Baldwin, Directors and Co-founders, Learning Science Ltd.
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5 Course Design Tips to Increase Engagement and OutcomesCengage Learning
Facilitated by: Professor Greg Gellene, Texas Tech University, Lubbock, Texas
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Dr. Dale Prentiss, Special Lecturer, Oakland University, Rochester, Michigan
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Our esteemed guest, and author of the ASCD published title "Overcoming Textbook Fatigue", ReLeah Lent, shares ways in which over-reliance on textbooks as a sole-source of curriculum instruction can unintentionally create a barrier between our students and 21st Century effectiveness. Ms. Lent discuss actionable strategies for navigating this barrier while engaging our students more effectively.
Adult Student Success: How Does Awareness Correlate to Program Completion?Cengage Learning
Adult Student Success: How Does Awareness Correlate to Program Completion?
Presented by: Dr. Barbara Calabro and Dr. Melanie Yerk
Date Recorded: 12/9/2014
This installment of Cengage Learning’s College Success Faculty Engagement Webinar Series will help instructors and administrators to better understand the multi-faceted approaches to adult student success and retention by exploring the factors that specifically impact how adult students learn (including motivation, personality development, Maslow’s Hierarchy of Needs as they relate to adult students, self-esteem, and financial literacy) and by discussing the foundational competencies necessary for success both in college and in the workplace.
You're responsible for teaching, and your students are resonsible for learnin...Cengage Learning
This document discusses flipping the classroom for an introductory physics course. The instructor believes lecturing does not promote learning, so they have students learn content outside of class through readings and videos. In class, students work in groups to answer questions and complete problems while the instructor acts as a facilitator. The instructor provides various "carrots", or incentives, to encourage students to complete work outside of class and help each other, such as allowing problem portions of quizzes to be redone and including group grades.
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The document discusses the new revenue recognition standard issued by the FASB and IASB in 2014. It summarizes the core principle of the new standard which is to recognize revenue when control of goods or services are transferred to a customer. It outlines the 5-step model for revenue recognition which includes identifying performance obligations, determining transaction price, allocating price to obligations, and recognizing revenue when obligations are satisfied. The standard represents a principles-based approach to revenue recognition and is expected to impact how the topic is taught with a focus on the new 5-step model.
The ABCs Approach to Goal Setting and ImplementationCengage Learning
Presented by: Dr. Christine Harrington - Director for the Center for the Enrichment of Learning and Teaching, Middlesex County College
Despite its' widespread use, you may be surprised to discover the research supporting the SMART goal setting framework is lacking. In fact, the SMART model is missing the most important factor in goal setting. Come discover a research-based framework (and the most important goal setting factor!) that will assist your students with setting and implementing effective goals that will lead to high levels of success.
Competency-based Education: Out with the new, in with the old? Cengage Learning
Presented by: Sally M. Johnstone, PhD - Vice President for Academic Advancement, Western Governors University; Dr. Larry Banks - Provost, Daymar Colleges Group, Competency Based Education Consultant, Wonderlic Assessments; and Anne Gupton, L.P.C., N.C.C. - Counselor and Associate Professor, Mott Community College
Date Recorded: 10/3/2014
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Presented by: Francine Fabricant, MA, EdM - Lecturer at Hofstra University Continuing Education
It is possible for today's students to look at an unpredictable world and feel confident about their career potential. Students are facing a rapidly-changing, technologically-advanced, global economy, where job security is a thing of the past. To help students feel more secure and optimistic, they need a new set of tools.
Using strategies from the latest academic research and best-selling authors, we'll explore the new skills for career success, including open-mindedness, proactive behavior, creative thinking, sponsorship, personal branding, and lifelong learning. We'll also discuss how structured tools can help your students, such as a career portfolio and a flexible plan of action.
2. Session Objectives
• Defining Technology Literacy
• Establishing and Implementing the Plan
• Challenges
• Creating the Measurement
• Tool Selection
• Analyzing the Results
• Q&A
3. Technology Literacy
• How do you define technology literacy?
Student demonstrates proficiency with
technological tools
4. The Plan
• Course selection
– CIS105 (2,800 students)
– BPC110 (750 students)
• Parameters
– Course completion
– ‘C’ or better
• Need C or better to transfer
Thank you all for attending this session. I am please to have you in attendance. My name is Rachelle Hall and I am the Director of Assessment and Review at Glendale Community College located in Glendale, Arizona. I am also a residential Faculty Member and assistant Department Chair in the Business and Information Technology Department and have been with Glendale for 13.5 years.
There are a few objectives I would like to cover in this session regarding how GCC developed their plan by covering these objectives, but I would like to make sure we have plenty of time for questions throughout. Please feel free to either ask questions during the topic matter or jot them down and ask during the Q &A session at the end. This session belongs to you so I want to make it as interactive as possible. Glendale or GCC had previously set goals as a college in two categories: primary learning outcomes which included writing, critical reading / critical thinking and critical reasoning or Math; and secondary learning outcomes which included oral communication, information technology and technology literacy. Primary learning outcomes are assessed annually, and secondary outcomes are assessed year 3 years. There is a college committee identified as College Wide Academic Achievement Committee or CWAAC which is responsible for assessing and reporting out to the community the results of these assessments. My focus for this session will be on Technology Literacy and how we defined, established and implemented the secondary outcome of technology literacy at our campus which I hope will prove to be helpful if this is a step you are looking at taking on your campus as well.
How do you define technology literacy? Is it being able to work on a basic laptop or PC or using the latest tablet or mobile device? How about maintaining network servers or even computer repair?Sometimes just defining Technology Literacy at your institution is half the battle. GCC defines Technology Literacy simply as: student demonstrates proficiency with technological tools. At one time, Information Technology and Technology Literacy were combined which was quite confusing, at least for us. We define Information Technology as: student uses a variety of resources to locate, evaluate and use information to solve a problem or make a decision.
Once we had an agreed-upon definition, the plan was our next hurdle. We knew we needed to assess our students on their proficiency in using technology tools, but exactly who do we assess and how? We can’t force students to take exams and we all know that asking them nicely doesn’t always reap the best results. I’m sure many colleges like GCC have a common computer course that transfers to universities that meets the articulation for an actual transfer or an elective and so on. At GCC this course is CIS105. This is the direct transfer course to all three (3) state universities in Arizona. This course is also required for approximately 92% of all certificates and degrees that are offered on our campus (including transfer degrees). We decided to include BPC110 which is the elective course for transfer. Once we had the course selected, we needed to define the parameters to define the cohort. We went broad and because students must achieve a C or higher to transfer the course or to receive a certificate or degree in their field of study, that is the only parameter we needed.
I know what you are thinking. How are you going to assess the students in these courses if the parameters you set do not qualify the students until after the course is complete? Well, that was our first challenge. We were very set on the parameters so came to the conclusion, the students need to be assessed within the classroom after the final exam. All students will take the assessment, and those who do not meet the parameters, cannot be included in the cohort. That did not fair so well either. This was our second challenge.We were fortunate that CIS105 years prior had be developed and is delivered equally throughout the campus. There is a coordinator for the course and we use one LMS shell, one SAM shell and common assignments, quizzes and exams. However, because this initially was implemented as an additional assessment at the end of the course, students were not applying due diligence and the instructors were also not enforcing the necessity of this assessment and some were not administering and / or delivering the assessment to their students. This was a road block in our success, but only a minor one.We jumped back on the freeway and chose another route. We then decided that instead of having this assessment be an additional piece, we would collaborate with the faculty and we could make it the final exam in the course. This would remove the option for the faculty in that it must be administered, students must take a final in this course (that was a pre-defined requisite of the course) and we could implement the outcomes within the final exam. Success!!!
The next step was what to measure. The CIS105 and BPC110 course competencies were very clear; however, these included areas that were beyond what we needed to include in this assessment. A taskforce was created and together we developed a final exam that not only assisted us in completing an efficient, effective and results oriented course-level assessment, it also would be able to deliver the data needed for the college-wide outcome for technology literacy as well. Level 1 assessed students on the introductory level of Word, PowerPoint, Excel and Access. This deals with document and file creation, formulas, presentation basics, etc. This level also included students from BPC110. Levels 2 and 3 only include CIS105. Level 2 added the file and folder management skills as well as desktop and operating system manipulation. Level 3 went into the more advanced levels of all 4 applications to include PivotTables, Indexing, Macros and VBA. Now many of you may ask, why are you teaching this level in an introductory course of CIS. Well, we ask ourselves that as well.We are located within the Maricopa District and there are 10 colleges within this district. Our courses are in a district bank and competencies cannot be changed within an individual campus without the competencies being changed at the district level; therefore changing the course for all 10 colleges. We have an IC (instructional council) with members from all of the campuses and mutually decide on the competencies and they also have to be approved by the state universities for them to accept this course as a transfer. The largest college, ASU, recently decided students needed to have advanced Access and Excel skills and in order to meet the articulation, we needed to change the course.
Once we decided what we were going to measure, we needed to decide how we were going to measure it. At the college-wide outcome level, CWAAC decided they wanted to focus on the ability to perform the task. At the course-level, we wanted to make sure they could perform the task, critically think through a problem and find a resolution by choosing the correct technology and also be able to define and recognize computer concepts.When GCC first ran this assessment, it was in 2008. We were using SAM at the time and they had just rolled over to SAM 2010. I will admit, it was extremely rocky and the first assessment was a bit challenging to say the least. If anyone went for a ride with SAM when it transitioned from 2003 to 2010, it was pretty painful. Because we were gearing up for this assessment, we needed to hang tight. The plan was to use the Frequency Exams and pull the exams from BPC110 and CIS105. Because of the issues, the instructors of BPC110 quit using SAM altogether so they were not included in the cohort. In addition, there were only a small portion of the students who completed the exam so we had an extremely small cohort. Out of frustration in both the student and faculty groups, we transitioned to MyITLab. This tool did provide for a smoother environment for our students and faculty, however, not a friendly move for our IT staff. The necessity of having the large files loaded locally on the computers was not conducive in our environment. The reports were not easy to manipulate for me to pull data across the curriculum and this was an additional challenge. We moved back to SAM2010 and are now able to achieve all of our goals with one tool and both groups are satisfied with the transition.
At the end of the fall semester, I run a frequency analysis report in SAM on the Final Exam. We use one common final exam and it is scheduled in all sections. The same procedure is practiced in BPC110. Because this exam also contains information that is used strictly for the Course-Level assessment, there is some scrubbing of the data to be done, but not much. I basically export it out of SAM as an Excel spreadsheet, scrub the data there and then import it into an Access Database so I can then query the data as I need. Results are broken down as follows:By sectionBy instructorTime of day the course is offeredYou name it and we can query and report. This does take a little time to set up initially, but once it is completed, it is fairly seamless.
A sample of the frequency analysis report. This is combining all students who completed the final exam. I have also provided you with a copy of our 2008 Technology Literacy Report as well as the 2011. In our last HLC visit, (April 2012) we were commended for our improvements in college-wide and course-level assessment and our use of course-level assessment to measure college-wide goals. We also use course-level assessment to measure college-wide outcomes in our Oral Communications assessment.
We have conducted two college-wide assessments of Technology Literacy to date: 2008 and 2011. We complete a full report and an executive summary for each. Here is the link for the reports for you to view at your leisure.
Now, does anyone have any questions?Please feel free to contact me at rachelle.hall@gccaz.edu or call my office at 623-845-3231Thank you for your time. I know you have a choice of many sessions and I am honored you spent your time with me.