Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Keyword
Articles 1 - 8 of 8
Full-Text Articles in Education
Implementing Assessment In An Outcome-Based Marketing Curriculum, Norm A. Borin, Lynn E. Metcalf, Brian C. Tietje
Implementing Assessment In An Outcome-Based Marketing Curriculum, Norm A. Borin, Lynn E. Metcalf, Brian C. Tietje
Marketing
This article describes the development and implementation of assessment in our new outcome-based marketing curriculum (described fully in Borin, Metcalf, and Tietje 2007). Outcomes for the marketing curriculum were specified at the program, department, course, and lesson levels. Direct embedded assessments as well as indirect assessment methods were used to gauge student achievement. Results indicate that, on both self-reported (indirect) and direct, as well as non-embedded and embedded assessments, significant value-added learning occurred. We chronicle the stages in developing and implementing an assessment plan, and reflect on our experiences in the process to provide a roadmap for other marketing departments …
Improving Abet Assessment Processes At Cal Poly, Fred W. Depiero
Improving Abet Assessment Processes At Cal Poly, Fred W. Depiero
Electrical Engineering
No abstract provided.
Time-Lapse Video As A Self-Reflection Tool For Collaborative Learning Projects, Louis B. Rosenberg, George J. Petersen
Time-Lapse Video As A Self-Reflection Tool For Collaborative Learning Projects, Louis B. Rosenberg, George J. Petersen
Graduate Studies in Education
For many disciplines, students are required to learn to work collaboratively in groups and to perform team-based activities such as brainstorming, collaborative problem solving, and cooperative decision-making. To support the learning of such team-based processes, many university courses require students to engage in short “group challenges.” These challenges often comprise in-class experiences in which students form small teams and attempt to solve a simulated problem of practice. Upon completion of the challenge, students are usually asked to reflect upon their experiences and to evaluate their group dynamics, their collective time management, and other factors that might have contributed to the …
A Sentence Completion Task To Familiarize Students With Word Problem Structures, Jose A. Montelongo, Roberta Herter
A Sentence Completion Task To Familiarize Students With Word Problem Structures, Jose A. Montelongo, Roberta Herter
Library Scholarship
Marshall (1995) provided a classification scheme for arithmetic word problems. The most frequent types of word problems are the change, group, compare, restate, and vary situations. Change situations tell a story in which there is a change in a measurable quantity of a particular thing. Group word problems ask the solver to use combine members of the same classification before performing a mathematical calculation upon these. Compare situations require a student to complete mathematical calculations upon two or more things and to contrast their quantities for a conclusion. Restate word problems include both a relational statement between two or more …
A Feminist Reframing Of Bullying And Harassment: Transforming Schools Through Critical Pedagogy, Elizabeth J. Meyer
A Feminist Reframing Of Bullying And Harassment: Transforming Schools Through Critical Pedagogy, Elizabeth J. Meyer
School of Education Scholarship
This article aims to reformulate existing understandings of bullying behaviours in secondary schools, by applying a critical feminist lens to patterns of verbal and psychological harassment among students. Through this understanding, educators may better understand the causes of (hetero)sexist, transphobic, and homophobic behaviours. With a more complex awareness of these power relations, teachers, teacher educators, and educational leadership scholars will be offered critical approaches to help them transform the oppressive cultures of schools.
Gendered Harassment In Secondary Schools: Understanding Teachers’ (Non) Interventions, Elizabeth J. Meyer
Gendered Harassment In Secondary Schools: Understanding Teachers’ (Non) Interventions, Elizabeth J. Meyer
School of Education Scholarship
This article provides an analysis of teachers’ perceptions of and responses to gendered harassment in Canadian secondary schools based on in‐depth interviews with six teachers in one urban school district. Gendered harassment includes any behaviour that polices and reinforces traditional heterosexual gender norms such as (hetero)sexual harassment, homophobic harassment, and harassment for gender non‐conformity. This study shows that educators experience a combination of external and internal influences that act as either barriers or motivators for intervention. Some of the external barriers include: lack of institutional support from administrators; lack of formal education on the issue; inconsistent response from colleagues; fear …
I Am (Not) A Feminist: Unplugging From The Heterosexual Matrix, Elizabeth J. Meyer
I Am (Not) A Feminist: Unplugging From The Heterosexual Matrix, Elizabeth J. Meyer
School of Education Scholarship
No abstract provided.
Program Assessment: A Structured, Systematic, Sustainable Example For Civil Engineers, Allen C. Estes, Ronald W. Welch, Stephen J. Ressler
Program Assessment: A Structured, Systematic, Sustainable Example For Civil Engineers, Allen C. Estes, Ronald W. Welch, Stephen J. Ressler
Architectural Engineering
As the outcomes-based accreditation process continues to evolve since its implementation six years ago, the standards for program assessment and continuous improvement are progressively being raised and many schools struggle with what is required. This paper offers an example of a structured, systematic, sustainable assessment program implemented by the civil engineering program at the United States Military Academy. The process is compatible with the university assessment process and has eight years of documented results. The assessment includes fast loop and slow loop cycles that accomplish very different things. Other features include standardized course assessments, embedded indicators, performance measures for all …