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Full-Text Articles in Education
Focus On Outcomes: Fostering Systemic Departmental Improvements, Daniel L. Reinholz, Mary E. Pilgrim, Amelia Stone-Johnson, Karen Falkenburg, Christopher Geanious, Courtney Ngai, Joel Christopher Corbo, Sarah B. Wise
Focus On Outcomes: Fostering Systemic Departmental Improvements, Daniel L. Reinholz, Mary E. Pilgrim, Amelia Stone-Johnson, Karen Falkenburg, Christopher Geanious, Courtney Ngai, Joel Christopher Corbo, Sarah B. Wise
To Improve the Academy: A Journal of Educational Development
This article describes how a focus on outcomes can be a tool for guiding systemic change. By focusing on positive outcomes to be achieved, a group can guide its collective efforts toward an ideal future rather than becoming fixated on individual problems to solve. While there is support for an outcome-guided approach in the literature on individual and organizational change, this approach has not been used extensively to support department-level changes in science, technology, engineering, and mathematics (STEM) education.
Arab 102: First-Year Arabic Language—A Peer Review Of Teaching Project Benchmark Portfolio, Abla Hasan
Arab 102: First-Year Arabic Language—A Peer Review Of Teaching Project Benchmark Portfolio, Abla Hasan
UNL Faculty Course Portfolios
Goals of the class are derived from goals nationally recognized and agreed upon for low intermediate Arabic learners .This systematic consistency with the nationally recognized standards -albeit can be more challenging- insures students' ability to pursue national major programs in Arabic or their ability to compete for national grants, scholarships and study abroad programs. The standers adopted by ACTFL and STARTALK equally consider the linguistic as well as the cultural content of teaching Arabic. These standers known as the five C's are: Communication, Cultures, Connections, Comparisons, and Community. The cultural content of learning Arabic is part of the international and …