Co-creating ‘Map My Assessment’: a strategic tool for programme assessment planning and student success

Singer-Freeman and Robinson (2020a; 2020b) conducted a national survey that identified four compelling challenges assessment professionals deem important, solvable, and impactful. We found that assessment professionals are motivated to address inequities, increase the speed of pedagogical improvements, improve communication, and integrate planning around actionable assessment data. Local examples of effective strategies to address these challenges exist. Some assessment professionals are working with faculty and college administrators to use real-time assessment information to guide immediate interventions using adaptive learning, just-in-time material, and campus-wide crisis intervention teams. Others are increasing students' engagement in the assessment of their own learning by inviting students to participate in assessment. Many are working to advance equity in student learning and success by examining assessment processes for issues of equity, disaggregating outcome data to identify inequities, and providing equity-minded professional development to those engaged in the assessment of student learning. To drive innovation, assessment professionals are increasing their use of data visualization and narrative forms of communication that examine failed efforts, as well as successful ones. Some assessment professionals have moved beyond the examination of compartmentalized results toward integrated longitudinal data that follow students from orientation through graduate school or into their careers. Finally, some Institutional Effectiveness offices are encouraging integrated planning to serve as the connective tissue among the disparate planning efforts, increasing progress toward institutional goals. The Grand Challenges in Assessment in Higher Education project (Grand Challenges) was established to create national and local plans to expand and support the use of effective practices. During Phase 1, project leads, Karen Singer-Freeman and Christine Robinson, organized nearly 100 faculty, staff, and students and developed a process for participants to create national strategic plans around four identified challenges with oversight and endorsement from 10 national organizations (see the Grand Challenges website (https://bit.ly/3DYgtNm) for the complete plans and a list of team members). After fully defining each challenge, in Phase 2, four independent working groups created strategic plans for improvement by reviewing evidence of existing effective practices and ideas for future innovations. The plans were written to include both national and local objectives, tactics, performance goals, and measures. Representatives from the endorsing organizations and peers from the assessment community critically reviewed the emerging plans. During resulting revisions, the original challenges were modified to increase alignment and specificity resulting in the completion of the three plans with six implementation teams. The implementation teams will guide the enactment of the strategic plans with each implementation team led by co-chairs and overseen by the leadership team. The full plans were published in June 2021, and members of the assessment community were invited to join implementation teams, which will commence work in Fall 2021. With 128 applications for participation in the implementation phase of the project, we expect to seat broad groups of faculty, staff, and students that represent the diversity of higher education institutions in the United States. The six implementation teams will direct national efforts to achieve the strategic objectives from the three plans. In addition to this national work, each plan includes local tactics that can direct work at individual institutions interested in achieving improvements in the areas addressed by the assessment challenges. This special issue of Assessment Update outlines some of the steps that can be taken locally. We encourage readers to contribute to the important work described in the Grand Challenges' strategic plans by finding tactics that can be productively implemented at their institutions. As this work has progressed, the talented members of the working groups have published several scholarly papers discussing aspects of the emerging plans. For those interested in increasing the extent to which assessment findings are used to increase equity, Heiser and Milligan (2021) outline ways to identify, benchmark, support, share, and celebrate equitable assessment practices and discuss ways to interact with national surveys and accrediting agencies to support national improvements in equity. Milligan et al. (2021) provide a historical analysis of the ways in which the origins of assessment influence current practices and suggest ways in which equity considerations should inform current assessment practices. Singer-Freeman, Robinson, and Bastone (2021) discuss ways that assessment professionals can take a more active role in encouraging equity by supporting the development of a culture of inquiry among faculty. For those interested in increasing the extent to which assessment findings are used to direct pedagogical improvements, Garcia, Hoshaw, and Taylor (2021) and Hoshaw et al. (2021) describe ways to improve measurement of learning over time and use improved measurements to support learning improvement and long-range planning. Moreno and Song (2021) describe ways to create safe spaces for conversations about assessments that invite the full participation of diverse groups of stakeholders. Singer-Freeman, Smith, Fitzgerald, and Robinson (2021) describe the use of student surveys to engage students in reflection on their own learning, measure changes in learning across key courses in a curriculum, and deepen faculty understanding of students' perspectives on their learning. For those interested in increasing the extent to which assessment findings direct improvements and innovations, Dear et al. (2021a; 2021b) outline ways to increase the use of integrated planning and describe simple modifications at each stage of the assessment cycle that increase the visibility and actionability of assessment data. Karnas-Haines (2021) describes a process by which the creation of online calibration training can improve the validity of assessments across different instructors. Finally, Tucker and Stanny (2021) offer two models that support the careful examination of failed efforts to direct future innovations. Across the three strategic plans, there were notable emerging themes. The first concerns the equitable and effective uses of rapidly changing technology. Improved instructional technology supports personalized instruction and may increase accessibility. However, rapid adoption of emerging technologies also increases risks to equity, privacy, and feelings of community. Growing databases encourage sophisticated analyses of assessment data. However, we must not become lost in analyses of thousands of potentially meaningless data points or vulnerable to increasing inequities by unknowingly accepting algorithms that perpetuate biases (O'Neil 2017). As measurements multiply, we must remain attentive to measurement validity and contextualize measurements by considering multiple viewpoints to understand the meaning of assessment findings and communicate these findings effectively to decision-makers. We also must communicate with those who are being assessed to learn where our assessments have bias. Finally, we must engage with the faculty who are assessing students to understand the place of these assessments within the broader curriculum and to discuss ways to increase equity by reducing bias across the curriculum. Communication with stakeholders cannot occur in isolation. Instead, assessment professionals must become the connecting point, creating partnerships across campus that bring together the student, faculty, and administrative perspectives on assessment to direct institutional improvement. Finally, to accomplish the Grand Challenges' strategic plans, assessment professionals will need to form and nurture partnerships with diverse groups of stakeholders. High-quality assessment data that are communicated clearly can unify efforts around improvements that support learning and increase educational equity. Partnerships between the many offices that examine institutional data increase our understanding of the factors that cause student successes and failures. These partnerships will support more effective communication about institutional data to the administrative leadership that direct budgetary and strategic decisions and to the faculty who enact pedagogical improvements. Partnering with faculty to make evidence-based changes to assessments and examine how these changes support learning equity will provide rich documentation of ways that assessment information can lead to learning improvement. It will increase equity by providing students with equal opportunities to demonstrate learning and progress toward graduation. Finally, and perhaps most importantly, these partnerships will support a culture of inquiry in which faculty autonomy is preserved and faculty and assessment professionals work collaboratively to improve student learning. The resulting changes to curricula and courses will be driven by the faculty, with support from assessment professionals, preserving faculty control of the curriculum and ensuring high-quality assessment. Karen E. Singer-Freeman is the director of academic planning and assessment, and Christine Robinson is the executive director in the office of Assessment and Accreditation at the University of North Carolina at Charlotte.

To prepare for the transition to management, technical personnel must (1) develop their administrative, communication, and interpersonal skills; (2) learn to delegate, and (3) learn management principles and concepts. This last activity can be accomplished through in-house management training programs, on-the-job training, or formal management degree programs. These activities will help increase the chances for success among technical personnel making the transition into management in a clinical or industrial setting.

Purpose Investigate distinctive skills, encompassing Building Information Modeling (BIM skills, project management (PM) skills (PMSs), as well as strategic and operational skills (OSs) in the architecture, engineering and construction (AEC) industry.Design/methodology/approach The research design adopts a quantitative survey-based approach, utilizing a partial least squares structural equation modeling (PLS-SEM).Findings The findings underscore a significant relationship between OSs and both BIM and PMSs, while also illuminating the relationship of strategic skills with both BIM and PMSs. However, intriguingly, the study reveals that although BIM skills and PMSs are indispensable, they lack a statistically significant relationship. Despite this, we have identified a pathway from BIM skills to operational and strategic skills that traverses through PMSs, exhibiting significant indirect effects.Research limitations/implications Our study employs cross-sectional data rather than longitudinal data, which hinders temporal interpretations of the associations between competence building for AEC professionals especially given that BIM skills are still in the early stages within AEC projects, particularly in Latin America. Therefore, a longitudinal study would offer deeper insights into potential causation, allowing for a more robust establishment of underlying associations. Additionally, future research endeavors should focus on capturing longitudinal data through case studies that explore perceptions and observations of the roles of BIM managers and project managers in project-based organizations.Practical implications Our model guides organizations to recognize the importance of BIM management skills as a pivotal role in the AEC industry, bridging operational and strategic levels. While project managers focus on tools that facilitate team and project integration, BIM managers enhance collaboration and communication across different disciplines within construction projects. This synthesis highlights the complementary roles of project managers and BIM managers in driving successful project outcomes, showcasing the synergy between their skill sets in achieving strategic objectives within the AEC industry. Furthermore, it underscores the critical role of indirect and cascading flows of influence among skill domains through multiple interconnected pathways.Originality/value Our study demonstrates that different types of skills are required to manage AEC projects. These skills are interconnected through direct and indirect pathways that warrant attention from academia. The theoretical contribution of the research model is clearly shown in the linking between PM and BIM in the AEC industry. Several scholars recognize BIM as innovative and that drives the success of civil construction projects; however, our study goes further in identifying the significant relationships among variables and the magnitude of their effects on strategic and OSs for BIM management and PM domain.

Globally, the performance of the construction industry is often cited as one of low performance. Whilst concerted efforts have been made aimed at improving the performance of the construction industry through various strategies, the impact of construction site managers’ technical and managerial skills remains relatively unexplored. This study assesses the impact of construction site manager’s technical and managerial skills on quality performance of construction projects in Ghana. The descriptive survey design was used for the study. Purposive sampling technique was used to select 115 respondents for the study. The findings of the study revealed that construction site managers were not especially skilled in technical, legal, interpersonal, managerial, and business skills. The findings of the study suggest that the level of implementation of quality management practices among construction site managers for attaining high quality standards was acceptably high. The study revealed that the most significant skill requirements that can improve quality performance at construction sites was managerial and technical skills. The findings of the study disclosed that there is a statistically significant positive correlation between construction site manager’s skills and quality performance of construction projects they managed. It is recommended among others that efforts should be made by the top management of construction firms to create a quality management culture throughout the entire organisations. . Keywords: Construction Site Manager, Managerial Skills, Technical Skills, Quality Performance.

The level of technical knowledge and skills of project managers shows a high differentiation, which has an impact on the management of (non)investment projects in the given region, regardless of the sector area such as agriculture, entrepreneurship or services. This paper aims to confirm that the level of technical knowledge and skills of project managers is highly differentiated in the South Moravian Region of the Czech Republic and to identify the knowledge areas that are affected by the ignorance in this region the most. The research has shown that the management knowledge areas most affected by ignorance in the South Moravian Region of the Czech Republic are namely Scope management, Quality management and Communication management. These findings show a high level of differentiation in the knowledge and skills of project managers on the regional level, having direct impact on public and private projects in the given region. Due to this issue, there should be established certain standards for project management, which can be demanded by central authorities.

PurposeMajor maintenance projects are often regarded as maintenance activities regardless of the projects' complexity and scale. Consequently, very scarce research attention has hitherto been paid to the critical skills required when undertaking these projects. More specifically, the body of relevant knowledge is deprived of a study focusing on maintenance projects within the energy sector. In view of this shortcoming, this research aims to examine the critical project management (PM) skills required to deliver major maintenance projects within the energy sector.Design/methodology/approachBased on a quantitative research strategy, this study addressed the knowledge gap through a cross-sectional survey of professionals involved in the delivery of major maintenance projects in the United Kingdom's (UK) energy sector. Data obtained were analyzed via descriptive (e.g. frequencies, mean and standard deviation [SD]) and inferential statistical analyses (One sample t-test and exploratory factor analysis (EFA)).FindingsOut of the 45 PM skills identified in the literature and examined by the respondents, the results obtained from the One sample t-test (based on p (1-tailed) = 0.05) showed that 37 were considered to be at least “important,” accounting for 80.4% of all the skills identified. EFA revealed a clustering of the PM skills items into seven components: “skills related to work scheduling and coordination”; “communication, risk, safety and stakeholder management skills”; “quality assurance skills”; “people management skills”; “skills related to forecasting scope and duration of outage”; “implementation of processes and time management skills” and “technical/engineering skills and experience pertaining to the outage and local site knowledge.”Originality/valueThis study has identified and contributed to the limited state-of-the-art skills project managers must possess to manage major maintenance projects in the energy sector successfully. The findings would be useful to organizations within the energy sector in ensuring that the organizations have suitable personnel in place to deliver major maintenance projects on the organizations' assets.

Decision-making is one of the vital roles of competent technical skills that helps in the effective functioning of business management. The development in business strategy has made a way to develop the technical and non-technical skills of both managers and employees. The analysis of the technical and non-technical skills of the manager is essential in the growth of business management. This article aims to analyse the competent technical skills of the managers those aid in taking efficient decisions. The analysed competent skills of managers included technical skills, listening skills, documentation, external support in solving the issues, standard decision, lesson learned, and correct decisions. The data was collected through an online survey from 90 respondents and analysed in SPSS using frequency analysis and factor analysis. The study finds that the manager's competent and technical skill is vital in the decision-making process. The study identified the nine most influential factors that contribute to a manager’s competent and technical skills. Further, the compliance and non-compliance rate on identified factors were explored and interesting results were obtained. The effectiveness of these skills leads to a successful organization.

PurposeProject management skills are important for today’s engineers, as they get involved in various project-based employment roles. The purpose of this paper is to discuss a learning model to provide project management knowledge through scaffolding and project-based learning (PjBL) methods in the project engineering course.Design/methodology/approachThis paper discusses a generic learning model that includes how scaffolding and project-based methods are integrated to provide project management skills to the students. The paper uses the survey method to collect and analyze data on the applicability of the model.FindingsStatistical analysis of the collected data shows that the respondents positively perceive the value of the learning model to gain project management knowledge and skills. The response shows that the model is useful not only to the current students but also the graduates who use project management skills in their employment.Practical implicationsThe learning model can be used by the instructors to provide project management skills to undergraduate and graduate students from all education disciplines.Originality/valueThis paper focuses on the development of a unique learning model, and artifacts used by the students and the instructors for interactive learning and gaining skills on project management.

This study was conducted to determine the level of project management skills, people management skills and operational excellence of construction project managers in private construction services. The respondents were the project management team composed of 215 engineers, architects, technical staff and document controllers fairly distributed to the three business units. The study utilized the descriptive correlational research method. Analysis of data revealed the following findings: The construction project managers had a high level of project management skills in terms of scope management skills, schedule management skills, resources management skills, risks management skills, and quality management skills (=3.62). The construction project manager had a very high level of people management skills in terms of integrity, influence and persuasion, leadership, and planning (= 3.64). In terms of operational excellence, the construction project managers obtained a very high level on customer focus, flexibility, and systematic problem solving (= 3.62). A significant relationship was noted between construction project manager’s project management skills and people management skills; a significant relationship was perceived between project manager’s project management skills and operational excellence; and a significant relationship was noted on people management skills and operational excellence. Based on the summary of findings, the following conclusions were drawn, (1) The construction project managers had a very high level of project management skills in terms of scope management skills, schedule management skills, cost management skills, resources management skills, risks management skills, and quality management skills. (2) The construction project managers had a very high level of people management skills in terms of integrity, influence and persuasion, leadership, and planning. (3) The construction project managers had a very high level of operational excellence in terms of customer focus, flexibility, and systematic problem-solving. (4) The higher the level of construction project manager’s project management skills, the higher the level of their people management skills. (5) The higher the level of construction project manager’s project management skills, the higher the level of their operational excellence. (6) The higher the level of construction project manager’s people management skills, the higher the level of their operational excellence. (7) All the constructs of project management skills, only risks management skills and management skills are the significant predictors of the respondents’ level of operational excellence, implying that the higher the level of project management skills in terms of risks management and scope management skills, the higher the level of operational excellence of the respondents. To deliver the project successfully, the construction project managers should consistently demonstrate and balance the application of project management and people management since the area of focus of CPM in the project revolves in day to day managing of resources (material, manpower and equipment), solving problems, overcoming project challenges, dealing with changes in project requirements, communicating with stakeholders and satisfying the customer’s expectations. With these, the decision and approach of CPM would be solid and cohesive through collaboration with the project management team.

Context: New Commission on Accreditation of Athletic Training Education accreditation standards were implemented in summer 2020 and will require the entry-level degree in athletic training to be at the postbaccalaureate level in fall 2022. Many institutions have already transitioned their respective degree level or are seeking initial accreditation for a postbaccalaureate program. An exploration into admission requirements across those programs was conducted. Objective: The purpose of this study was to describe the current admission requirements of professional postbaccalaureate programs during the 2019–2020 application cycle. Design: Cross-sectional, online survey. Setting: Higher education institutions with accredited professional athletic training programs at the postbaccalaureate level. Patient or Other Participants: Program directors (n = 71) from 223 institutions representing both public (59.15%, n = 42) and private institutions (40.85%, n = 29). Data Collection and Analysis: Survey was piloted to establish content validity, then distributed with a consent form via email to participants. Descriptive statistics were performed using SPSS (version 27; IBM Corp) to summarize the demographic and admission requirements for the 2019–2020 application cycle. Results: Among respondents, 78.87% (n = 56) reported an accreditation status of active, 4.22% (n = 3) as degree change pending, and 9.86% (n = 7) were seeking initial accreditation. Regionally, 31.25% of programs in District IV, 25.81% of programs in District IX, 43.33% of programs in District II, and 16.67% of programs in District V responded to the survey, representing the 4 districts with the largest number of professional programs. Less than one-third of program directors (32.4%, n = 23) indicated having an admissions counselor dedicated to the program. Of those who provided data on application processes (n = 63), the majority (68.3%, n = 43) of respondents reporting using ATCAS as an application portal. A minimum 3.0 GPA was the most common academic requirement (69.8%, n = 44), and 5.0% of respondents (n = 3) identified the minimum overall grade point average (GPA) requirement for admission was greater than a 3.0. Over half (57.4%, n = 36) of respondents require a minimum prerequisite GPA for program admission. A total of 63 respondents (74.1%) provided data on standardized testing, recommendation letters, observation hours, and interview requirements for admission. The GRE was required for admission by 22.2% (n = 14) of respondents. Completion of 50 observation hours was the most common expectation (41.3%, n = 26) for program admission, and 28.6% of respondents (n = 18) identified that the program required 0 observation hours by the applicant. Only 12.7% of respondents (n = 8) required 100 or more observation hours as an admissions requirement. Nearly all respondents (93.6%, n = 58) required at least 1 letter of recommendation as part of the application, and 69.8% (n = 44) conducted interviews in the admissions process. Conclusions: A majority of programs required application submission via ATCAS; however, less than one-third of programs had a dedicated admissions counselor. Among professional athletic training programs at the postbaccalaureate level, common academic requirements for admission included a 3.0 GPA and a minimum prerequisite GPA. However, less than 25% of programs required the GRE for admission. If requiring observation hours, 50 hours was the most common expectation, but 28.6% did not require any observations to apply to the postbaccalaureate program. Key Words: Admissions, athletic training education, master's degree.Context: Beginning fall 2022, Commission on Accreditation of Athletic Training Education accreditation standards will require that the entry-level degree in athletic training be at the postbaccalaureate level. An investigation of enrollment trends across professional programs at the postbaccalaureate level was conducted, given that many institutions are amid transition to the master's degree level or starting new postbaccalaureate programs in athletic training. Objective: The purpose of this study was to describe the current status of applicant numbers and enrollment yields at postbaccalaureate program during the 2019–2020 application cycle. Design: Cross-sectional, online survey. Setting: Higher education institutions with professional athletic training programs at the postbaccalaureate level. Patients or Other Participants: Program directors (n = 71) from 223 institutions representing both public (59.15%, n = 42) and private institutions (40.85%, n = 29). Data Collection and Analysis: The survey was piloted to establish content validity and was then distributed electronically with a consent form to all qualified program directors (n = 223). Descriptive statistics were performed using SPSS (version 27; IBM Corp) to summarize the demographic, application, and enrollment data reported by program directors for the 2019–2020 application cycle. Results: The survey's 38.12% response rate (n = 85) from 223 institutions yielded 71 (31.84%) program directors who were able to report data from the 2019–2020 application cycle. Program directors (n = 62) reported a mean 18.71 ± 7.05 available admissions slots and a mean 17.98 ± 11.95 applications received. More than half of respondents, 54.8% (n = 33), indicated there were fewer applicants than total number of available seats in the cohort. The composition of applicant pools was reported by program directors (n = 61). The mean percentage of applicants who had completed a bachelor's degree at another institution was 60.2% ± 30.5%. The mean number of denied applicants was 2.53 ± 4.04. The overall program enrollment among responding postbaccalaureate programs (n = 60) for 2020 was 16.05 ± 9.86 students. The mean class size for the 2020–2021 admits among programs that successfully enrolled students (n = 59) was 9.31 ± 5.51. Among the respondents who provided data on enrollment goals (n = 63) for the 2019–2020 application cycle, 79.4% (n = 50) indicated that the program had not met its enrollment goal for the academic year. Among respondents who provided data on both 2020 admits and enrollment goals (n = 61), the mean difference between available admission slots and first-year students who enrolled in the program was 9.44 ± 6.53, with 49.2% of program directors (n = 30) reporting that the cohort was underenrolled by 10 or more students. Conclusions: The mean number of applications received during the 2019–2020 cycle by postbaccalaureate athletic training programs was less than the mean enrollment goal. The majority of the program applicants were external to the institution. Nearly 80% of respondents reported not meeting the institution's enrollment goal for the 2020–2021 academic year, and the overall mean admitted class size was under 10 students. Key Words: Enrollment, athletic training education, master's degree.Context: When authentic clinical experiences are unavailable, instructors may need to consider alternatives for evaluating clinical reasoning. Objective: Describe an educational technique that simulates clinical experiences to allow students to demonstrate clinical reasoning. Background: The COVID-19 pandemic created a situation in which providing clinical experiences became impossible. Yet, students still needed to exercise clinical judgment as part of their athletic training education program. The unfolding case study technique aligns well with Kolb's theory of experiential learning and can be used to help students improve clinical reasoning and critical thinking skills. Description: An unfolding case study was used to simulate a clinical experience for students when clinical sites became unavailable to students due to COVID-19. The technique involved using a case study over time in which the student received information, evaluated the information, made a clinical decision in response to the information, and received further information and feedback based on their decision. This repeated until the student reached the conclusion of the case. Clinical Advantages: Students found this assignment to be beneficial because it allowed them to practice clinical reasoning and critical thinking in a realistic yet low-risk environment. Students were able to learn new skills in documentation and billing for services. The assignment allowed for critical feedback to be given to the students at multiple points.Context: Coordinators of clinical education (CCEs) play an important role in clinical education, yet they often receive little to no formal training in the role. The Commission on Accreditation of Athletic Training Education (CAATE) Standards outline basic roles of the CCE; however, institutional autonomy dictates that the role may be more nuanced than the Standards outline. The experiences of the CCE and preparation for their role is unknown; therefore, the purpose of this study was to explore the professional socialization of CCEs into their roles. Methods: A total of 36 CCEs with a minimum of 1-year experience as a CCE (31 women, 5 men; 5.2 ± 4.7 years of experience as CCE) participated in this qualitative study. Data saturation guided the number of participants. Participants were recruited via purposive sampling. Seven focus group interviews were completed following a semistructured interview guide developed on the basis of previous socialization research. There were 5–8 CCEs in each focus group. Interviews were recorded and transcribed verbatim. Data were analyzed through consensual qualitative review, with data coded for common themes and subthemes. Trustworthiness was established via peer review and multianalyst triangulation. Results: Two themes emerged from the data: role and socialization. Role was described as the responsibilities, collaboration, and challenges of the CCE. Participants described many responsibilities including complete oversight of students within clinical education, preceptor development, evaluation and assessment of clinical skills, clinical placements, and administrative duties such as documentation and maintaining accreditation. The CCEs described the importance of collaboration, both internally and externally. Internal collaboration included primarily communication with the program director and other health care faculty, whereas external collaboration included other health care providers, CCEs, and alumni. The CCEs faced challenges tied to their role such as time management, conflict management, and navigating institutional policies. Socialization was defined as preparation necessary for the role, integration into the role, resources and development needed to be successful. Some CCEs described their preparation before taking the role including coursework, assistantships, and working clinically. However, most did not feel prepared to take on all aspects of the role as CCE. CCEs described a variety of ways in which they were integrated into their role. This included meeting with the program director, reviewing the job description and Standards, and trial and error. During the socialization process, they identified many needs including a specific job description with an outline of functions, a flowchart or timeline for tasks, professional development on the new standards, and institutional policies, procedures. Last, they described a variety of resources such as the CAATE accrediation conference and Athletic Training Educator Conference, the CAATE Standards, and published research to provide guidance. Areas in which CCEs felt they needed additional development included training on legal aspects of contracts and mentoring specific to university policy. Conclusions: Overall, participants felt prepared for some aspects of their roles (eg, assigning students to clinical sites), but less prepared for other aspects (eg, affiliation agreements, conflict management, time management). Additional professional development is necessary to make CCEs more successful.Context: Health information technology (HIT) is quintessential to contemporary athletic training practice. The tool most associated with HIT is the electronic medical/health record (EMR/EHR). Previous research has demonstrated that athletic training students' (ATS') role during patient encounters (PEs) affects their report of how often they are able to implement HIT. However, it is still unclear to what extent ATS' role affects the inclusion of HIT behaviors during individual PEs. Objective: To assess how student role influences ATS' integration of HIT behaviors during PEs throughout their clinical experiences. Design: Multisite, panel design. Setting: Convenience sample of 12 Commission on Accreditation of Athletic Training Education–accredited professional athletic training programs (5 baccalaureate, 7 postbaccalaureate). Patients or Other Participants: A total of 329 ATSs at 278 clinical sites entered 30 630 PEs during clinical experiences. Data Collection and Analysis: After formal training, ATS used E*Value software to track PEs during clinical experiences for 3 semesters (spring 2018–spring 2019). Student role (observed, assisted, performed) was collected per PE. During each PE, students were asked to report whether either of 2 behaviors (or none) associated with HIT occurred. The behaviors associated with HIT (documenting information obtained in an EMR/EHR, use of data from EMR/HER to assist in decision-making, and none of the above) were each analyzed to determine differences by student role using generalized estimated equations with a logit link to accommodate the multiple reported PEs within participants and a Bonferroni post hoc correction (P < .05). Results: Among the 30 630 PEs logged, ATS observed 3669 PEs, assisted in 5053 PEs, and performed 21 801 PEs (107 missing). A significant main effect was observed for both HIT behaviors and the answer none of the above. When asked about documenting the PE in an EMR/EHR (P < .001), students who observed the encounter were more likely to document in an EMR/EHR (mean = 0.77) that those that assisted in (mean = 0.71; 95% CI = 0.01, 0.12, P = .010) and those who performed (mean = 0.67; 95% CI = 0.04, 0.16, P < .001) the PE. When asked about using information from an EMR/EHR to assist in clinical decision-making (P = .003), students who performed the PE were more likely to report this behavior (mean = 0.96) than those who observed the PE (mean = 0.92; 95% CI = 0.01, 0.07, P = .004). Finally, for PEs in which none of the above was reported (P = .001), students who performed the PE (mean = 0.34) were more likely to select none of the above for HIT than were those who observed (mean = 0.25; 95% CI 0.03, 0.16, P = .001), and those who assisted with (mean = 0.32) were also more likely to select none of the above than were those who observed (95% CI = 0.02, 0.12, P = .006). Conclusions: Students who observed a PE were more likely to document the encounter in an EMR/EHR, whereas ATSs who performed a PE were more likely to use information from the EMR/EHR to assist in decision-making. These findings suggest that although students were learning to document in an EMR/EHR while they observed PEs, the habitual practice of patient care documentation was not being translated as students shifted toward performing PEs. Further research is needed to explore the factors that influence students' decisions to document in and use information from EMRs/EHRs during patient care. Key Words: Electronic medical records, patient encounters, core competencies, health care informatics.Context: The inclusion of evidence-based practice (EBP) principles within athletic training programs is required by the Commission on Accreditation of Athletic Training Education. However, an important skill that drives EBP, unlearning, often receives little to no attention. Unlike deskilling (ie, decline of skill proficiency over time, often due to lack of use), unlearning is an intentional act of removing knowledge and skills that are no longer effective to implement techniques better supported by evidence. Educators play an important role in ensuring students have the decision-making capability to implement unlearning as their careers progress. Objective: To explore athletic training educators' familiarity with and perceptions of unlearning. Design: Cross-sectional. Setting: Online survey with open-ended questions. Patients or Other Participants: A total of 679 of 6925 athletic trainers accessed the survey, with 640 completing it in full (94% completion rate). Of those who accessed the survey, 189 identified as an educator and were included in the analysis (age = 42.7 ± 9.7 years; years of experience as an educator = 12.6 ± 9.0). Data Collection and Analysis: We distributed a survey composed of 10 demographic variables, 1 quantitative item assessing participants' familiarity with unlearning, and 5 open-ended questions via Qualtrics. Participants' responses regarding the meaning of unlearning were coded as correct or incorrect on the basis of an operational definition. Responses coded as an accurate understanding of unlearning were included in the succeeding analyses. Following the consensual qualitative research approach, 3 research team members developed a consensus codebook through the analysis of the first 30 open-ended responses. Two researchers confirmed the codebook by analyzing the next 30 responses. After analysis of all open-ended responses, our findings were verified by an external auditor. Summary statistics (counts, percentages) were calculated. Results: Of the educators, 74% (n = 130/175; missing = 14) self-reported being minimally to not at all familiar with unlearning. Of those who reported some level of familiarity (n = 115), 55% (n = 61/110; missing = 5) provided an accurate explanation of the concept. Analysis of open-ended responses revealed 2 themes: (1) barriers to unlearning and (2) facilitators for unlearning. Educators identified barriers that were personal in nature, such as lack of time, habitual practice, and keeping up with the evolving evidence base, as well as external factors, including pushback from stakeholders (eg, colleagues, students), Board of Certification exam, and technology access, which were typically out of their direct control. Suggested facilitators for unlearning largely involved formal continuing education opportunities and increased access to different resources and evidence. Educators emphasized the importance of a team approach to unlearning, characterized by encouragement and discussions among colleagues, and support from administration to make necessary changes because the best available evidence adapts and evolves over time. Conclusions: Given the limited understanding of unlearning among athletic training educators, educational opportunities, either through formal continuing education or the production and dissemination of easily accessible and digestible resources, should be provided to improve educators' knowledge and abilities to perform and teach this skill. Integrating unlearning concepts in athletic training curricula may enhance students' abilities to incorporate evidence in clinical practice. Key Words: Evidence-based practice, lifelong learning, self-reflection.Context: Clinical education is essential in helping students develop competency of athletic training skills and knowledge. However, with the challenges posed to traditional in-person simulation by the current pandemic, telehealth simulations have become a popular alternative to achieving learning objectives. Telehealth is rapidly gaining attention and use in athletic training to provide safe and effective patient care in spite of pandemic restrictions. In addition, telehealth can also be implemented to provide equitable health care access to rural or underserved populations, making telehealth an important tool for athletic trainers (AT) to implement into clinical practice well beyond the pandemic. Objective: To create an opportunity for students to apply athletic training clinical skills using telehealth through simulation-based experiences. Background: simulation to create a realistic and safe learning in which students can be observed by faculty, and also the opportunity for to experience medical that they may not during their In addition, contemporary technology such as telehealth may be integrated into simulation to teach students the skills to with telehealth is the use of electronic and technology to provide health care from a In response to the COVID-19 pandemic, telehealth has identified as an important tool for health care are among the using technology to to new health and to patient care. Description: students participated in multiple telehealth simulations to perform a clinical for and Telehealth simulations used participants recruited from the as well as the medical class to students to with different abilities and students integrated students into the clinical evaluation to improve and Telehealth simulations were by the simulation and integrated a of a and a software software with access in simulation was by a using the with judgment in which students their to the their overall and and their students were also required to complete a assignment on their clinical the of their and regarding health and with medical Clinical students skills regarding the telehealth process, and In addition, students their understanding and skills providing health care for patient and Conclusions: Telehealth simulations are an effective and safe to practice clinical reasoning and athletic training skills with participants. In addition, there is a need for students to be to patient to develop their and provide health care. Key Words: A learning experience between athletic training students and students to care of a Objective: The goal of this educational collaboration between athletic training and is to further develop the skills of team and before clinical practice. The use of simulation student during clinical education, ensuring and effective of through student skills, patient care. Patients from provided by and athletic training students to development of important team skills. Finally, this experience can as a for opportunities between and athletic training programs. Background: Health care have in and other health are prepared to their specific of practice. best in health care require collaboration with other to of care and patient an to this by to their prepared to the among This simulation and athletic training students to the need for Description: Students were into of team to assess a patient a patient with a Students were to assessment findings and on care during the and were completed in this student experience to that the standards of best practice for simulation were was A student evaluation to assess learning was completed through at the conclusion of the Clinical This on and created a clinical experience for and athletic training students. This the and application of was an development and between the 2 The educational experience clinical assessment skills in both professional programs as identified by their respective Accreditation also learning This experience was not in either program and on the to incorporate across the This experience used simulation to assess of care by an team of and students. Students who develop and communication skills through simulation the of and effective team care. through this experience can to with other health care Key Words: education clinical education, the education is the from stakeholders to be able to report student learning in student learning has its in educational such as health are of educational student learning as a of ensuring public The development of standardized and of assessment is a in health care education but more limited in athletic training To this in the it is important to first which student learning that athletic training programs are can be developed that are most to athletic training programs. Objective: The purpose of this study was to the of student learning that professional athletic training programs are Design: This as a survey design. Setting: professional athletic training programs. Patients or Other Participants: were to program directors of all professional athletic training programs that were in with the Commission on Accreditation of Athletic Training Education programs at the time of data rate was (n = Data Collection and Analysis: The developed a of health care and athletic training or professional from the different The survey was to program The survey allowed program directors to demographic information about their program and then to select the number of the program and select each of that the program a Descriptive statistics were to the number of that programs and to determine the most across programs. To a the of the sample was with the using a of Results: with a response the was found to be of the The number of that the participants reported in their assessment was reported a between 3 and in their assessment A on the number of for each is in The 2 most student learning were or and Clinical or Clinical (n = for each of (n = (n = and (n = out the 5 most There is some among programs in to the they are in their assessment If and research to develop and assessment for athletic training they should focus on most evidence-based practice and critical Key Words: student learning athletic Many athletic training programs are to program standards that are based on of student including and and and overall on the Board of Certification to standards not athletic training programs to but also students their program may not them for a in athletic training. have that of student are associated with factors, such as and by on factors, athletic training program and may be able to student and program Objective: The purpose of this study was to determine whether of student including to or grade point and academic be by (ie, external identified and and Design: with a Setting: athletic training programs of all degree and in all university Participants: Participants included Athletic members who a student for the 2020 year. Data Collection and Analysis: from all were using an electronic survey and to the using the Survey the the survey to members who met the were 4 additional over an data analysis included an analysis and a A multiple analysis was used as the main Results: was by = = P < .001) and 1 of identified = = P < to was by = = P = A of grade point average was academic = = P < academic was by another of = = P < Conclusions: Athletic training program and may be able to influence program and student by student and by ensuring students have of identified and and a academic of student and program programs will their accreditation and students that they can them for a in athletic training. research is needed to the between factors and Board of Certification Key Words: Student program

The possession of specific skills by the project manager is a critical factor in the success of construction projects at every stage of development. The objective of this research is to identify and prioritize the specific skills that a project manager must possess to ensure a successful construction project. A comprehensive theoretical review was conducted, leading to the identification of 22 soft skills and 10 technical skills that are essential for project managers to ensure the success of construction projects. A preliminary questionnaire was used to evaluate the relative importance and interrelationships among the identified skills. This was followed by an expert questionnaire, which was assessed utilizing two analytical methods: the Stepwise Weight Assessment Ratio Analysis (SWARA) for skills and the main success factors of the construction project, and the Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS) for skills according to the success factors. The preliminary questionnaire revealed that all project manager skills were deemed to be of significant importance, with percentages ranging from 0.7 to 0.818. Additionally, a moderate to weak correlation was observed between soft skills, with values ranging from 0.005 to 0.686, while for technical skills, a medium correlation was observed (0.707). The top five skills were identified as coordination, general knowledge of project management, communication, dealing with others, and organization. The TOPSIS technique revealed the preference order of soft skills: coordination skill (0.98), supervision (0.552), and general knowledge of project management (0.473). Regarding the preference order of technical skills, the following were revealed: legal experience (0.672), oral skills and listening (0.369), and planning, strategic planning, and goal setting (0.359). The findings of this study assist those responsible for making decisions concerning the most essential skills required for a project manager and provide a framework for selecting a project manager based on these competencies.

The level of knowledge and skills of project managers in the field of regional development shows a high level of differentiation, which has an impact on management of (non)investment projects in the given region. For effective addressing problems of regional development is crucial that projects will be processed, handled and managed at a professional level. The paper aims to confirm or disprove the given hypothesis and to identify the knowledge areas affected by the ignorance the most. For this purpose the survey on the level of knowledge and skills of project managers in regional development in NUTS III region in the Czech Republic was conducted. The survey results has allowed identifying the level of knowledge and skills of project managers in regional development in project management knowledge areas and thereby has enabled to identify the knowledge areas affected by the ignorance the most. Among these knowledge areas belong mainly Risk management, Scope management and Quality management. The results have also enabled to present the level of differentiation of the level of knowledge and skills of project managers from the mean and to compare findings in the particular NUTS III region of the Czech Republic among each other. The findings show a high level of differentiation of the knowledge and skills of project managers.

This article focuses on the stress of innovation in higher and secondary education. The authors discuss the concept of stress of innovation. The stress of innovation in educational institutions is the stress that occurs in the process and as a result of introducing innovations in education. Iinnovations for students and teachers are situations evoked stress and post-stress disorders (didactogeny in forms of pediogeny, mathetogeny and eductogeny). Innovation also acts as a way to overcome such stresses, problems, and development crises. These violations and attempts to transform them concern the transformations and deformations of personal, interpersonal, and organizational levels. It is important to note the relationship between causes and consequences, as well as the manifestations of stress of teachers and students at the personal, interactive, educational and organizational levels. The main study objectives are to find out how the stress of innovation in education affects the professional and academic success of teachers and students; and what way it relates to their satisfaction with themselves, their health and life in general. The main research method is a theoretical analysis of problems of the stress of innovation among students and teachers in higher education. At the same time, many conclusions were generalized and extended to secondary education and education in general. The obtained results made it possible to conclude that pupils (students) and teachers need both training in productive and effective methods of preventing and correcting the stress of innovation in situations of organizational and didactic development or, conversely, stagnation, in the context of reforms and other changes, and ideas about possibilities, limitations, mechanisms and directions of development in crisis and stress periods. Crisis and stress states of the child or adult psyche are conditions, which forming and fasten the risk of deviant behavior, developmental disorders, diseases and injuries, etc. These changes become more pronounced in cases, when under conditions of training and education, work and leisure existing and changing relationships in the process of innovation and other changes are not taken into account. All productive and effective innovations in education are connected by an idea – the creation of conditions under which the development of a man as a person, partner and student/professional is inevitable, and not just stated or impossible. While developing an integrative model to prevent and overcome the stress of innovation for students and teachers (in case of mathetogeny, pediogeny and eductogeny), it is important to set and solve the tasks of stress prevention and correction in the process of developing education subjects in different contexts: educational, professional, personal and interactive development ones. Preventing and correcting education in innovative education (and the stress from innovation) is associated with the prevention and correction of pediogeneias (harm caused by the wrong, destructive and pathological attitude of teachers to students), mathetogenias (harm caused by the wrong, destructive and pathological attitude of students to teachers), and eductogenias (harm associated with the deformation of organizational conditions and forms of training and education). A component of this work is psychological (psychotherapeutic) assistance to the education subjects (in the form of one-time consultations and trainings, coaching and systematic support). Such assistance, even in the form of one-time consultations, should nevertheless be aimed at systematic, integrative prevention and correction of stresses in education, including the stresses of innovation.

The purpose of this dissertation was to assess the relevance of Iowa State University's Agricultural Education and Studies 450 capstone course based on industry, alumni, and students' perspectives. This dissertation utilized quantitative and qualitative approaches to address the following three research objectives: (1) identify the professional and technical skills agricultural industry employers expect agricultural graduates to possess upon employment or entering the workforce, (2) describe alumni perspectives regarding the skills learned in an agricultural capstone course, and how those skills have been transferred or utilized in the agricultural workforce, and (3) describe students' agricultural experiences before and during the Ag 450 course and also describe their perceptions in terms of the professional and technical skills that have been identified by agricultural industry experts. To address objective one, a Delphi study was conducted to identify the most important professional and technical skills that agricultural industry employers expect graduates to possess upon entering the workforce. A panel of 23 agricultural industry experts provided the data for the Delphi study. A total of 52 items reached consensus, which included 18 technical skills and 34 professional skills. It was concluded that agricultural employers place a high value on many technical and professional skills that graduates should possess, which could be used as a guide to evaluate current agricultural curriculum. To address objective two, a qualitative approach was utilized and interviews were conducted with former Iowa State University Ag 450 alumni. The interviews helped to describe the alumni's perspectives regarding the transferability of skills learned in the Ag 450 course and application to the agricultural workforce. Ten alumni of the Ag 450 course shared their perspectives regarding the transferability of skills learned in the Ag 450 course. A common theme relating to the value of the Ag 450 course produced sub-themes associated with the value of the curriculum and experiential learning experiences were discovered. It was concluded that learning experiences and acquisition of skills learned in the Ag 450 course are being applied by graduates who are involved in the agricultural industry. An adaption of Finch and Crunkilton's (1997) systems program model was designed that highlights the elements of the Ag 450 farm. Addressing objective three, a survey of Iowa State University's Ag 450 students was conducted over the course of two semesters regarding their perceived competence and confidence of certain technical and professional skills expected by agricultural industry experts before and after completion of

This research examines IT job skills across three genres of texts: scholarly articles, practitioner literature, and online job ads. The job skills are organized in three broad categories: technical, humanistic and business skills. Findings suggest that the online advertisements list a strong mix of skills in these three categories, while practitioner literature tends to focus heavily on technical skills. The most recent practitioner literature, however, notes that CIOs are increasingly demanding business acumen as well as technical skills. Project management, financial analysis, and communication skills are the most frequently cited business skills. The scholarly literature tends to lag behind in terms of specific technical skills, but reports the richest set of IT job skills across the three categories.