Higher Education Commons^™

Dnp Final Report: The Flipped Classroom: An Evidence-Based, Course Redesign To Increase Retention Rates In A Vocational Nursing Program, Jennifer P. Hauger

DNP Final Reports

Over the past three decades, Vocational Nursing has been taught using a conventional didactic method that is content heavy and lecture focused. Despite having a group of highly qualified professors and an excellent student pass rates on the National board examinations, student retention in a Vocational Nursing Program in central Texas remains below the National benchmark. With a unique student demographic that is identified as non-traditional (over 21, full-time working adults, English Second Language and single parents), we embarked upon the redesign of a Medical-Surgical Nursing course using the flipped pedagogical framework to increase retention rates. Therefore, in 2019 we …

College Of Natural Sciences, Forestry, And Agriculture_Avs 401: Senior Paper In Animal Science I, Suzanne Ishaq

College of Natural Sciences, Forestry, and Agriculture

Syllabus for Capstone experience in Fall (and spring) this year for Animal and Veterinary Sciences for a class taught by Suzanne (Sue) Ishaq, Assistant Professor of Animal and Veterinary Sciences, University of Maine. Also, includes cover email from Professor Ishaq to Jonathon Jue-Wong, Administrative Coordinator, The Office of the Executive Vice President for Academic Affairs & Provost regarding the submission of material.

College Of Natural Sciences, Forestry, And Agriculture_Covid-19 Courses For Molecular & Biomedical Sciences, University Of Maine College Of Natural Sciences, Forestry, And Agriculture

College of Natural Sciences, Forestry, and Agriculture

List of adapted course design for Spring 2020 and Fall 2020 to include COVID-19 pandemic content.

School Of Learning And Teaching_Pennsylvania Council For Exceptional Children_Remote Instruction Resources, Pennsylvania Council For Exceptional Children

Teaching, Learning & Research Documents

A spreadsheet of remote resources for educators to use during the COVID-19 pandemic, created by the Pennsylvania Council for Exceptional Children

It_Your I.T. Resource Guide, University Of Maine System Information Technology

Information Technology

Screenshot of the Resource Guide for University of Maine System Information Technology Tools for Remote Work, Teaching & Learning during the COVID-19 pandemic.

Also, includes an email message from David Demers, Chief Information Officer, University of Maine System regarding a series of IT resource guides.

Systematic Review Of The Literature On Professional Education Accreditation, Neville Chiavaroli, Kate Reid, Pru Mitchell, Jenny Trevitt

Higher education research

This report is critical and systematic review of the literature on professional education accreditation models, associated methods, and the effectiveness and impact of each model. The review was conducted to inform a review and update of the Royal College of Vetinerary Surgeons (RCVS) standards of accreditation for veterinary degrees. The purpose of the study was to rapidly appraise the evidence for the effectiveness, impact, and feasibility of different accreditation approaches, in order to inform best practices for the accreditation of professional education programs. The study focused on accreditation for programs which produce practice-ready graduates, including for veterinary programs. The authors …

An Intervention To Support Collegiate Student-Athletes In The Transition To Meaningful Lifetime Physical Activity, Melinda Smith, Diane L. Gill, Erin J. Reifsteck

HNES Educator Scholarship

Former student-athletes (SAs) experience unique barriers to maintaining their physical activity, such as loss of team support, less motivation without specific goals, and identity-related changes. Informed by a self-determination theory framework, the authors developed a 6-week Pilates-based intervention to support the physical and psychological wellness of SAs by fostering self-determined motivation and basic psychological needs satisfaction as they make the transition to physically active alumni. In this case study, the authors outline the development and implementation of the program with final-year SAs (N = 12) at a Division III institution. Feasibility was demonstrated through high adherence and positive participant …