Download or read book An Interdisciplinary Approach to Implementing Competency Based Education in Higher Education written by Barbara Goodman and published by . This book was released on 2006 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: The appropriateness of competency based education for higher education settings has been the subject of debate for decades. This study revisits that debate with an understanding of competency based education as a system of communication that focuses on intended outcomes expressed in observable measurable terms.
Download or read book Handbook of Research on Competency Based Education in University Settings written by Rasmussen, Karen and published by IGI Global. This book was released on 2016-10-04 with total page 495 pages. Available in PDF, EPUB and Kindle. Book excerpt: The majority of adult learners are looking to attain their desired academic credentials within the shortest amount of time possible. By implementing competency-based programs, learners are accelerated through their designed program or course. The Handbook of Research on Competency-Based Education in University Settings is a pivotal reference source for the latest academic research on the use of competency-based testing in higher education institutions. Focusing on innovative practices, strategies, and real-world scenarios, this book is ideally designed for educators, students, administrators, professionals, and academics interested in emerging developments for competency-based education initiatives.
Download or read book Competency Based and Social Situational Approaches for Facilitating Learning in Higher Education written by Strohschen, Gabriele I.E. and published by IGI Global. This book was released on 2019-05-15 with total page 317 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the paradigm of education in academia continues to shift towards more diversity and inclusion, educators need to consider incorporating a “both-and” mindset when designing relevant education models in adult education. In order to attain a cross-sector collaboration among diverse stakeholders, innovative education practice settings with instructional strategies that meet the learning needs of every student need to be evaluated and implemented. Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education is a critical research resource that discusses project-based and social-situational instructional practices within community engagement as a method for educating adults. The approaches to designing and implementing learning activities show how to optimize community and business knowledge assets to collaboratively design and implement curricula in order to work toward social justice and community development. Divided into three sections, this publication provides extensive coverage on the design and delivery of academic programs, instructional approaches, and more, making it an ideal resource for professionals, adult education practitioners, faculty, administrators, community activists, researchers, and academicians.
Download or read book Off the Clock written by Fred Bramante and published by Corwin Press. This book was released on 2012-03-14 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: How to base learning on mastery instead of time What if you could remove time and space pressures from the process of teaching and learning? The authors of Off the Clock not only suggest this, but they have implemented it in New Hampshire. Due in part to their work, the New England Consortium won the 2011 Frank Newman Award for State Innovation through the Education Commission of the States. This book′s core idea is that student achievement should be based on mastering competencies instead of "seat time." In addition, learning does not need to be restricted to a school building or traditional school calendar. Fred Bramante and Rose Colby describe a uniquely 21st century learning environment in which: Every student is engaged Parents and students have more control over learning Dropouts are all but eliminated Curriculum becomes virtually limitless, project-based, and interdisciplinary This text for educators, policymakers, parents, and community members provides a comprehensive approach to implementing a large-scale competency-based reform initiative. Wherever this model is applied, public education will be vastly improved, more efficient, and, quite possibly, less expensive. The ultimate beneficiaries will be our nation′s children.
Download or read book Implementing Competency based Education written by Texas Higher Education Coordinating Board and published by . This book was released on 1987 with total page 469 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Competency based Education written by Larry McClure and published by Teachers College Press. This book was released on 1981 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leading educators explore the meaning and development of competency and the competency-based approach; review complex problems and issues pertaining to program development; examine the role of instruction in achieving competency-based education; describe school and non-school programs being implemented; probe evaluation issues; and examine implications of competency based education for secondary school practice.
Download or read book Interdisciplinary Learning and Teaching in Higher Education written by Balasubramanyam Chandramohan and published by Routledge. This book was released on 2008-12-04 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: As universities increasingly offer courses that break the confines of a single subject area, more students are enrolling on interdisciplinary programmes within multidisciplinary departments. Teaching and learning within interdisciplinary study requires new approaches, including an understanding of the critical perspectives and frameworks and the rearranging of intellectual and professional boundaries. Interdisciplinary Learning and Teaching in Higher Education explores the issues and tensions provoked by interdisciplinary learning, offering helpful information for: Staff development Distance learning Mass communication courses Interdisciplinary science courses Grounded in thorough research, this collection is the first of its kind to provide practical advice and guidance from around the world, improving the quality of teaching and learning in interdisciplinary programmes.
Download or read book Measuring What Matters Competency Based Learning Models in Higher Education written by Richard Voorhees and published by Jossey-Bass. This book was released on 2001-07-30 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Intended as a toolkit for academic administrators, faculty andresearchers to deal effectively with the rapid emergence ofcompetency-based learning models across higher education, thisvolume provides practical advice and proven techniques forimplementing and evaluating these models. Drawing from a recentNational Postsecondary Education Cooperative project that examineddata and policy implications across public and private institutionsas well as an industrial setting, readers will find an inventory ofstrong practices to utilize in evaluating competency-basedinitiatives. Issues discussed include practical concerns ofmeasuring and reporting competency; the critical connectionsbetween the skills employers seek and student preparation for them;the connections between distance education, accrediation, andcompetencies; and the difficult procedure of setting appropriatepassing standards for assessments. With a bibliography oncompetency literature and a framework for creating competencymodels, this volume is an invaluable tool to researchers andpractitioners alike. This is the 110th issue of the Jossey-Bass series NewDirections for Institutional Research.
Download or read book Competence and Program based Approach in Training written by Catherine Loisy and published by John Wiley & Sons. This book was released on 2018-10-08 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: The controversies that have developed in recent years in the field of education and training around program and competency-based approaches are not without reminiscent of those which are at the origin of a reflection on the question of methods to monitor, control, organize and shape innovation in science and technology "and led to the emergence of the notion of responsibility for innovation and research "(Pellé & Reber, 2015). This book is clearly part of this type of approach. Starting from a current state of play on the issues and controversies raised by curricular and competency-based approaches (Chapters 1 and 2), this book aims at presenting new theoretical frameworks, allowing to account for the processes implied by the implementation of these pedagogical innovations and, in particular, those which, at the very heart of the skills mobilized, promote a "responsibility" dimension. Based on a developmental approach to individual and collective competencies and their evaluation (Chapters 3, 4 and 5), it attempts to show how this approach can mobilize educational practices on strong societal issues, such as "sustainable development "(Chapter 5). Lastly, it aims to provide theoretical and practical benchmarks to help engage educational teams and institutions in these innovative and responsible approaches by providing a coherent framework for doing so (Chapters 6, 7 and 8).
Download or read book Health Professions Education written by Institute of Medicine and published by National Academies Press. This book was released on 2003-07-01 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Institute of Medicine study Crossing the Quality Chasm (2001) recommended that an interdisciplinary summit be held to further reform of health professions education in order to enhance quality and patient safety. Health Professions Education: A Bridge to Quality is the follow up to that summit, held in June 2002, where 150 participants across disciplines and occupations developed ideas about how to integrate a core set of competencies into health professions education. These core competencies include patient-centered care, interdisciplinary teams, evidence-based practice, quality improvement, and informatics. This book recommends a mix of approaches to health education improvement, including those related to oversight processes, the training environment, research, public reporting, and leadership. Educators, administrators, and health professionals can use this book to help achieve an approach to education that better prepares clinicians to meet both the needs of patients and the requirements of a changing health care system.
Download or read book Using a Competency Development Process Model in Higher Education written by Nancy Latham and published by Taylor & Francis. This book was released on 2023-07-03 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: What if educational programs designed curriculum with the end in mind, teaching and assessing only the knowledge and skills necessary for success in the workplace and broader life applications? Competency-Based Education (CBE) provides an answer to questions such as this one that key stakeholders such as employers, learners, parents, and educators are asking. In this book, the authors offer a Competency Development Process Model (CDPM) with unique features that emphasize the interdependence of competencies, assessments, and a robust learning journey within a fully developed career pathway. Two case examples are used throughout the book to contextualize the CDPM. There are seven steps of the model: ·Step 1: Define the Problem·Step 2: Establish the Competency Framework·Step 3: Draft the Competency Statements·Step 4: Establish Competency Measurability·Step 5: Develop Competency Assessments·Step 6: Adopt and Implement Competencies in Learning Journey and Credentialing Systems·Step 7: Evaluate Impact Over TimeThe model addresses the importance of situating competencies within a professional learning context using a backward design approach. In doing so, the model aims to elevate the work of designing competencies from merely developing a list of expectations to in-depth analysis and design, with the goal of developing competencies that can be readily used for assessment and career pathway development.Each step in the CDPM is treated as a chapter, and each chapter identifies the central question that must be answered, provides an overview of the tasks in the step, and illustrates the steps in action through the two case examples. Each chapter concludes with “Your Turn”—guiding questions for the reader to apply the step to their own context.
Download or read book Practice based Learning in Higher Education written by Monica Kennedy and published by Springer. This book was released on 2015-02-10 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book addresses issues confronting universities’ attempts to integrate practice-based learning in higher education curriculum, yet which reveals the jostling of cultures which exist within and amongst the academy, industry, government and professional bodies and other educational providers. The book engages theory in practices, and draws upon research highlighting the issues and transactions that emerge with implementation of work integrated learning arrangements as uses these resources to discuss and develop further both theoretical premises and procedural contributions. The illustrative cases derive utilise metaphors of culture in their exploration of the epistemologies, structures, politics, histories and rituals which constrain program opportunity and success in making these advances. The volume comprises two main sections, the first laying out focal issues in the integration of learning and work in higher education. This section presents the issues at multiple levels of analysis and in theoretical terms. This section provides a foundation for the second section of the book which introduces a number of research studies illustrative of the issues theorised in the first. The cases highlight the practice of workplace and higher education pedagogy. They provide thick descriptions of experiences of integration and are explicitly focused on the implementation of work integrated programs in higher education. The volume commences with an introductory chapter which sets out the range of issues addressed both theoretically and through illustration in the book and a final chapter critically reviews the contributions and acts to provide a cohesive picture of the learning practices of work and higher education and the possibilities of their integration.
Download or read book Interdisciplinary Higher Education written by Martin Davies and published by Emerald Group Publishing. This book was released on 2010-11-08 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offers a contemporary of our understanding and practice of interdisciplinary higher education. This book considers a range of theoretical perspectives on interdisciplinarity: the nature of disciplines, complexity, leadership, group working, and academic development.
Download or read book Research Anthology on Recent Trends Tools and Implications of Computer Programming written by Management Association, Information Resources and published by IGI Global. This book was released on 2020-08-03 with total page 2069 pages. Available in PDF, EPUB and Kindle. Book excerpt: Programming has become a significant part of connecting theoretical development and scientific application computation. Computer programs and processes that take into account the goals and needs of the user meet with the greatest success, so it behooves software engineers to consider the human element inherent in every line of code they write. Research Anthology on Recent Trends, Tools, and Implications of Computer Programming is a vital reference source that examines the latest scholarly material on trends, techniques, and uses of various programming applications and examines the benefits and challenges of these computational developments. Highlighting a range of topics such as coding standards, software engineering, and computer systems development, this multi-volume book is ideally designed for programmers, computer scientists, software developers, analysts, security experts, IoT software programmers, computer and software engineers, students, professionals, and researchers.
Download or read book It was a Time of Confusion written by Kurtis D. Miller and published by . This book was released on 2017 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: Higher education in science, technology, engineering, and math (STEM) faces a number of challenges. There are many calls for STEM education to make significant changes moving forward, including calls for competency-based learning and greater integration of the humanities. These efforts require systemic change (Reigeluth & Garfinkle, 1994). Systemic change has significant impacts on students, teachers, and other organizational stakeholders. The challenges of systemic change create significant uncertainty and experiences of uncertainty can interact in a number of ways. Communication as a field is well positioned to speak to how many of these challenges can be avoided and/or avoided. Communication theories focused on uncertainty should be integrated into research on systemic change because uncertainty is a defining feature of systemic change in higher education. Uncertainty has been a central focus of communication research for decades. Use of uncertainty theories in these areas needs to focus not only on uncertainty in general, but on how uncertainties become interrelated. This dissertation integrates two of these theories, Problematic Integration Theory (PIT, Babrow, 2007) and the Theory of Managing Uncertainty (TMU, Kramer, 2004). PIT focuses on how individuals integrate evaluations of both the value and the probability of potential outcomes. Most of the time, individuals do not have any difficulty integrating perceived values and probabilities, but when individuals experience uncertainties about and mismatches between these evaluations, they experience problematic integration (PI). According to PIT, these PIs have the potential to be mutually influential, both within the individual and across individuals. TMU focuses on the processes that individuals use to manage uncertainty. TMU takes an organizational perspective on uncertainty, emphasizing that uncertainties can be experienced at both the individual and organizational levels. In addition, TMU describes how uncertainties experienced at different levels within an organization can be interrelated. Uncertainties experienced at one level in an organization can promote uncertainties elsewhere and can directly impact abilities to manage uncertainty throughout the organization. This dissertation focuses on the Purdue Polytechnic Institute (PPI) as a case study of systemic change in STEM higher education. PPI was created to accomplish several of the aforementioned goals of reform in STEM eduction. It focused on competency-based assessment and integrated humanities into the STEM curriculum using a problem-based, experiential, interdisciplinary approach to learning. The primary source of data analyzed in this dissertation were interviews with students, faculty, and teaching assistants (TAs). These data were part of a longitudinal process of research design which was informed by participant and complete observations, interviews, surveys, and other forms of data collection. Interview responses were coded and analyzed for experiences consistent with uncertainty and the various forms of PI. Experiences of PI were then organized into emergent themes in order to address four research questions: RQ1a: How do students' descriptions of their experiences reflect PI? RQ1b: What communicative and relational resources do students draw upon to manage uncertainty and PI? RQ2: How do individual and organizational uncertainty interact in this system? RQ3: Are students experiences of uncertainty aligned with the organizations stated values and goals? Students expressed experiences which were consistent with all four types of PI described by Babrow (2007). Students typically experienced ambiguity while entering the program. As they settled in, they found that some aspects were different than they expected, leading some ambiguities to resolve to experiences of diverging probability and evaluation and other forms of PI to appear. In general, students believed that these differences from what they expected made the program better overall, even though they also promoted experiences of uncertainty and PI. Most of the differences that students encountered were due to the unique approach used in PPI, especially its combined focus on student autonomy, student-directed learning, individualized instruction, its focus on learning-by-doing in context, and its use of multiple faculty members for each class. Although students strongly preferred the "learning-by-doing" approach they encountered in the program, they had significant problems with "feeling like they were learning" due to the ways that the program departed from the traditional methods that they were used to based on their prior experiences. Because students were accustomed to a style of education that placed responsibility for managing student uncertainty about how to accomplish project outcomes on faculty members rather than on the students themselves, they had trouble with recognizing their own learning without the preemptive uncertainty management they were used to. Some students characterized this lack of preparatory instruction as an instructor misbehavior (Kearney, Plax, Hays, & Ivey, 1991). The non-standard approach to grading, focusing on competencies evaluated through a badging system, also increased ambiguity due to the students being unfamiliar with this approach. The presence of multiple faculty members was seen as a net benefit that, in some ways, helped students to manage uncertainty by making additional resources available to them, but also increased student experiences of uncertainty at times due to different faculty members having different approaches and different answers to student questions. Other features of the program, such as the lower penalties for failure in a program using a competency-based approach, served to reduce student experiences consistent with uncertainty and PI by lowering the stakes of failure. Students also reported experiences consistent with uncertainty and PI that seemed to be driven by participation in a program undergoing systemic change, especially in areas such as the structure of the program, its future success, and whether it would help them to achieve their personal career goals. Both faculty and students empathized with the uncertainty experienced by one another which was driven by systemic change. There is clear evidence for interaction between uncertainty at different levels in the organization. Uncertainty at the university and program level drove individual uncertainties for students and for faculty members, and also limited their abilities to manage uncertainty. To manage their experiences of uncertainty and PI, students tended to turn to people, especially peers and faculty members, course products, and their own experiences in the program. Overall, student experiences consistent with uncertainty and PI tended to reduce as they gained familiarity with the program. PIT and TMU were productive theories for analysis in this context. Uncertainty clearly occurred at many different levels within the organization, and experiences consistent with PI were plentiful. Future research should continue to combine these theories to investigate systemic change in STEM higher education. Applying additional theories commonly used in communication research is likely to be productive in future research as well. Based on the data analyzed in this dissertation, Expectancy Violation Theory, dialectic theories, and Attribution Theory seem to hold particular promise in future research. Furthermore, this research highlights ways that PIT and TMU can be extended in the future. Although TMU focuses on uncertainty management, it is likely that many of its insights may apply to the management of PI as impossibility and as diverging probability and evaluation--forms of PI driven by certainty rather than uncertainty. TMU can likely be extended to include the management of these forms of PI in addition to uncertainty. Likewise, PIT may be extended to identify an additional form of PI, "despair," which would be a counter-balance to impossibility at the other end of the continuum of diverging probability and evaluation where there is a very high probability of a strongly dispreferred outcome (as opposed to impossibility, where there is a very low probability of a strongly preferred outcome). STEM programs in higher education which are undertaking systemic change can take a number of steps to reduce detrimental experiences of uncertainty and PI in their students and other organizational stakeholders. Acting to socialize new group members, making resources available to students, and recognizing that flexibility will be necessary to react to unanticipated emergent complications will help minimize these detrimental experiences of uncertainty and PI.
Download or read book Competency Based Teacher Education for English as a Foreign Language written by Amber Yayin Wang and published by Routledge. This book was released on 2021-11-25 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: Providing a series of chapters, written by teacher educators in three continents, this edited volume explores the concepts, challenges, possibilities, and implementations of competency-based instruction for developing English competencies in English as a foreign language (EFL) contexts. Recent trends in education have emphasized the need to develop competencies that connect learning with real-life performances. This need has brought about a massive increase in the number of studies and scholarly works devoted to research into competency-based education. However, for teachers and learners of EFL, it is challenging to develop competencies for using a language that does not seem to connect with their real-life scenarios. The chapters apply the concept of competency-based instruction in different EFL contexts and are structured around three themes: Theory: current thoughts on theories of competency-based education Research: empirical research on competency-based teacher education Practice: integrating competency-based instruction into teacher education This book offers examples of competency-based EFL teacher education through both research and practical applications. In addition to the innovation in competency approaches, the inclusion of language learning in virtual environments offers a valuable resource for scholars, educators, researchers, and all those concerned with current and future education.
Download or read book On Competence written by Gerald Grant and published by Jossey-Bass. This book was released on 1979 with total page 622 pages. Available in PDF, EPUB and Kindle. Book excerpt:
