Academy Curriculum Research Articles

Evaluation of the Competency and Skills Needs for Seaplane Maintenance in Pilot Education at the Indonesian Pilot Academy Banyuwangi

This research assesses the competency and skill requirements for Seaplane aircraft maintenance in the pilot education program at the Indonesian Pilot Academy Banyuwangi. Utilizing qualitative methods, including in-depth interviews and direct observation, the study involves students and teachers in the pilot education program. Analysis reveals crucial competencies for students, encompassing a profound understanding of Seaplane aircraft systems, adept problem-solving during operations, and the capacity for quick and precise decision-making. Special skills, such as adaptability to complex working conditions and meticulousness in maintenance procedures, are also deemed essential. The research identifies alignment between the academy's curriculum and Seaplane aircraft maintenance needs, yet highlights specific areas requiring enhancement. The study recommends strengthening the curriculum and teaching methods to better address competency and skill needs. Implementing these recommendations is anticipated to elevate the quality of graduates, ensuring they are well-equipped to meet the challenges of Seaplane aircraft maintenance in the aviation industry.

Improving Pilot Competence Through Flying Practice Learning Using Flight Simulator at the Indonesia Civil Pilot Academy of Banyuwangi

This research assesses the competency and skill requirements for Seaplane aircraft maintenance in the pilot education program at the Indonesian Pilot Academy Banyuwangi. Utilizing qualitative methods, including in-depth interviews and direct observation, the study involves students and teachers in the pilot education program. Analysis reveals crucial competencies for students, encompassing a profound understanding of Seaplane aircraft systems, adept problem-solving during operations, and the capacity for quick and precise decision-making. Special skills, such as adaptability to complex working conditions and meticulousness in maintenance procedures, are also deemed essential. The research identifies alignment between the academy's curriculum and Seaplane aircraft maintenance needs, yet highlights specific areas requiring enhancement. The study recommends strengthening the curriculum and teaching methods to better address competency and skill needs. Implementing these recommendations is anticipated to elevate the quality of graduates, ensuring they are well-equipped to meet the challenges of Seaplane aircraft maintenance in the aviation industry.

Horizontal and Vertical Integration of LOAC Into Military Academy Curriculum

Abstract This article signals the need for an integrated approach to curriculum development and implementation with a focus on a group of disciplines related to the Law of Armed Conflict (LOAC). By highlighting various teaching approaches of LOAC, I argue that there is a risk that LOAC be perceived by many non-legal practitioners, like the cadets, as difficult to grasp, interpreted and corelated with real situations they will face daily in operations, exercises or even during execution of routine peace-time duties. I support the idea that the LOAC, as a horizontal discipline in a military academy curriculum, need to be integrated dynamically, both horizontally (in relation to other operational disciplines) and vertically (along the academic path of a military cadet) into the overall construct of learning the basics of the profession of arms. To operationalise this finding, I propose an integrated educational model that suggests horizontal coordination of the academic schedule and enhanced cooperation among the teaching staff of the relevant disciplines.

429 Sub-internship Academy: Implementation and Evaluation of Single-Day Resident-Driven Focused Sub-internship Preparation Course

INTRODUCTION: Strong performance in neurosurgical sub-internships requires familiarity with clinical and technical skills which may not otherwise be covered in standard medical school curricula. Thus, a need exists for immersive and comprehensive sub-internship preparation programs, which should be optimized based on student feedback. METHODS: Academy curriculum involved hands-on and discussion-based elements split into three stations: (1) suturing and general information, including a suturing and knot tying workshop and discussion of expectations of sub-interns; (2) introduction to the operating room and drilling, covering patient positioning, surgical technology, OR etiquette, and craniotomy basics; and (3) cases and clinical skills, reviewing clinical imaging, focused neurological exams, and medical note writing. An anonymous online post-survey was administered to collect data on participants’ perceptions of the utility of the academy. RESULTS: Twelve medical students participated in the inaugural neurosurgery sub-internship academy. Nine responded to a post-survey, which revealed following ratings: the overall program was rated as having maximal impact on sub-internship readiness and enthusiasm for neurosurgery by eight (88.9%) and seven (77.8%) respondents, respectively, and trends were comparable for individual curriculum components. A largely positive impact on mentorship access was also observed. CONCLUSIONS: Student perceptions of the relevance and utility of the sub-internship academy were positive, and the program fostered enthusiasm for neurosurgery and opportunities for mentorship. Evaluation of the program’s actual impact on preparedness and sub-internship performance as well as student retention in the field of neurosurgery will be performed in the future, in accordance with the Kirkpatrick model of training evaluation.

Moderation in early eighteenth-century English Dissent: Philip Doddridge and his academy curriculum

ABSTRACT ‘Moderation’ in late seventeenth-century Britain indicated, at least in religious circles, an attitude of benevolence and restraint towards those who differed on questions not essential to the Christian faith. During the early part of the following century, the term was extended to cover essentials of the faith. In that context, Philip Doddridge designed the curriculum of his Dissenting academy, operative in Northampton from 1730 to 1751, to eschew the use of creeds and confessions of faith, as tending to bigotry, and to pursue moderation in the teaching of philosophy, ethics and theology through the use of an extensive and eclectic range of sources of differing, and often mutually conflicting, views, with the aim of promoting in his students an epistemic humility leading to greater charity and unity among Christians and the use of reason subject only to the authority of Scripture. The article explores the sources that Doddridge used in some of the principal topics addressed in his lectures in order to demonstrate his method and its implementation, thereby illustrating his pursuit of moderation in English Dissent in the first half of the eighteenth century.

Every Team Needs a Coach: Insights from Ontario Health Teams

Introduction: Globally, health systems are moving toward better integrated care organization and delivery. A current example within the Canadian context is the restructuring of care delivery in Ontario, in alignment with the Quadruple Aim. The vision for reorganizing care into Ontario Health Teams (OHTs) was announced by the government in early 2019 and this has prompted care providers across sectors to choose priority patient populations and engage in collaborative governance to achieve desired outcomes. The early implementation of OHTs was “low rules:” each OHT assembled its own leadership and governance infrastructure to meet local needs. This was (and remains) a significant task, requiring strategic thinking and inter-organizational collaboration. In response, a team of faculty at the University of Toronto developed the ADVANCE program to guide shared leadership, decision-making and accountability for leaders of OHT partner organizations. The program, designed as a virtual constellation of educational supports included two main streams of activity: (1) a six-module series of interactive webinars to support leadership council members, and (2) adaptive support to local coaches embedded in the leadership teams. 
 Methods: The Coaching Academy was intentionally designed with a responsive and adaptive curriculum, underpinned by the Collective Impact framework. OHT leadership teams nominated local coaches, based on specified coaching competencies and characteristics. We onboarded coaches through an intake interview which allowed us to better understand the collaborative culture/norms of their OHT, and their individual learning needs. These insights also informed the Coaching Academy curriculum which included virtual synchronous and asynchronous engagement methods. Monthly synchronous sessions included a blend of expert lectures and open-ended coach discussion. To encourage asynchronous engagement, we posted discussion questions and learning resources on an external collaborative platform. At regular intervals, we elicited feedback from coaches (via Google forms) and adapted our content and delivery format accordingly. 
 Results: The coach participants were diverse in terms of their educational backgrounds, years of experience, position on the leadership council (e.g., CEO, Patient/Family Advisor, etc.) and willingness to participate (e.g., volunteered or ‘voluntold’). We learned that coaches functioned in a variety of contexts, dependent on the culture and the processes adopted by individual OHTs. We observed that coaches’ needs evolved throughout the program, likely due to the dynamic intersection of OHT implementation and the ongoing management of the COVID-19 pandemic. In early 2022, coach feedback indicated that less frequent touchpoints were needed, and coaches valued learning from other coaches and receiving asynchronous materials. We adapted the curriculum for the final cohort to include coach touchpoints every 2-3 months. 
 Conclusion and Next Steps: When planning the Coaching Academy, our team anticipated the need to be flexible and adaptable in terms of the program format and content to meet the needs of a diverse participant group. These insights could be helpful for others who are engaged in health care system transformation and considering varying approaches for building a culture of collaborative governance.

Successful implementation of online educational lectures of the German Society for Radiation Oncology (DEGRO).

Modern digital teaching formats have become increasingly important in recent years, in part due to the COVID-19 pandemic. In January 2021, an online-based webinar series was established by the German Society for Radiation Oncology (DEGRO) and the young DEGRO (yDEGRO) working group. In the monthly 120-minute courses, selected lecturers teach curricular content as preparation for the board certification exam for radiation oncology. The evaluation of the 24courses between 01.2021 and 12.2022 was performed using astandardized questionnaire with 21items (recording epidemiological characteristics of the participants, didactic quality, content quality). ALikert scale (1-4) was used in combination with binary and open-ended questions. Acombined total of 4200individuals (1952 in 2021 and 2248 in 2022) registered for the courses, and out of those, 934participants (455 in 2021 and 479 in 2022) later provided evaluations for the respective courses (36% residents, 35% specialists, 21% medical technicians for radiology [MTR], 8% medical physics experts [MPE]). After 2years, 74% of the DEGRO Academy curriculum topics were covered by the monthly webinars. The overall rating by participants was positive (mean 2021: 1.33 and 2022: 1.25) and exceeded the curriculum offered at each site for 70% of participants. Case-based learning was identified as aparticularly well-rated method. The DEGRO webinar expands the digital teaching opportunities in radiation oncology. The consistently high number of participants confirms the need for high-quality teaching and underlines the advantages of e‑learning methods. Optimization opportunities were identified through reevaluation of feedback from course participants. In its design as ateaching format for amultiprofessional audience, the webinar series could be used as apractice model of online teaching for other disciplines.

Using the Collaborative Problem-Solving Model: Findings from an Evaluation of U.S. EPA’s Environmental Justice Academy

The U.S. EPA’s Environmental Justice (EJ) Collaborative Problem-Solving (CPS) Model represents a systematic, community-based approach for bringing together various stakeholders to develop solutions to address local EJ and public health concerns. This mixed methods evaluation study, using a two-phase explanatory sequential design that allows for qualitative data to build upon initial quantitative results, reports findings from an evaluation of the U.S. EPA’s EJ Academy (EJA) program that was comprised of a curriculum grounded in the CPS Model and designed to build capacity in addressing EJ concerns. As a part of participation, each EJA Fellow directly applied learned skills to implement an EJ community change project. All Fellows across four cohorts of the EJA (2016–2019; n = 67) were invited to participate in this evaluation and were asked to complete a questionnaire (n = 35) comprised of measures to assess the degree to which CPS Model elements were utilized in the design and implementation of their community projects. Interviews were conducted (n = 25) to further explore the utility of the CPS Model in building capacity to address local environmental challenges. In an assessment of the full CPS Model using all seven elements in a composite measure, more than half of the EJA Fellows (n = 19, 55.9%) had moderate levels of implementation of CPS elements and 17% (n = 6) had high levels of implementation into their projects. Evaluation findings provide insight into the impact and limitations of the EJA with implications for future program planning and distribution of the Academy curriculum to assist communities in addressing EJ concerns and making environmental change.

CREATING THE IMAGINATION OF CULTURAL HYBRIDITY: GÜLSÜN KARAMUSTAFA

In Turkey, new trends, which are alternatives to traditional art production in terms of method, material and subject, started to become visible as of the end of the 1970s. In the activities carried out under the leadership of the State Academy of Fine Arts and accompanied by the intellectual efforts of the Academy teachers based on philosophical discussions in the West, graduate students they had the opportunity to exhibit new and different productions and to be visible. In this generation, many artists who adopted new and different trends, beyond the classical painting and art education in the Academy curriculum; One of them was Gülsün Karamustafa. In addition to bringing local political and cultural elements to her artworks over the years, the artist has exhibited a diversity of materials and attitudes; It has continued her production process uninterruptedly by carrying it to the international level and has become one of the important names of Turkish Contemporary Art. Karamustafa's studies, which have developed around the issue of migration-based cultural hybridity, which emerged in the socio-political field of Turkey after 1980, have a quality that makes sociological readings possible in the context of the political and cultural structure of the country. Listening to the migration stories of her family since childhood; The political background of her family members and her contact with Istanbul, which had a very active sociological atmosphere during her youth, enables the artist to create the main themes in her artworks. The imagery shaped by the period and environment in which she lived, in the context of a cultural transformation-based objectivity, leads to the emergence of products in Karamustafa's artworks, in which subjects such as migration, cultural hybridity, identity, arabesque and kitsch are mostly discussed. The artist has produced a sincere and original art production by simultaneously transferring social issues that she blended with her personal history in line with multiple materials and artistic expression. This study aims to evaluate Karamustafa's work, her life and the social memory of the period she lived in, that period’s cultural structure, political readings and her testimony in the context of cultural hybridity.

Peano: learning formal mathematical reasoning.

General mathematical reasoning is computationally undecidable, but humans routinely solve new problems. Moreover, discoveries developed over centuries are taught to subsequent generations quickly. What structure enables this, and how might that inform automated mathematical reasoning? We posit that central to both puzzles is the structure of procedural abstractions underlying mathematics. We explore this idea in a case study on five sections of beginning algebra on the Khan Academy platform. To define a computational foundation, we introduce Peano, a theorem-proving environment where the set of valid actions at any point is finite. We use Peano to formalize introductory algebra problems and axioms, obtaining well-defined search problems. We observe existing reinforcement learning methods for symbolic reasoning to be insufficient to solve harder problems. Adding the ability to induce reusable abstractions ('tactics') from its own solutions allows an agent to make steady progress, solving all problems. Furthermore, these abstractions induce an order to the problems, seen at random during training. The recovered order has significant agreement with the expert-designed Khan Academy curriculum, and second-generation agents trained on the recovered curriculum learn significantly faster. These results illustrate the synergistic role of abstractions and curricula in the cultural transmission of mathematics. This article is part of a discussion meeting issue 'Cognitive artificial intelligence'.

Application of Mixed Teaching in Military Academy Curriculum

In this paper, the mixed teaching is applied to the teaching of military academy curriculum. We firstly discussed the necessity and principle of carrying out the mixed teaching in the military academy curriculum, and then analyzed how to design and implement the mixed teaching. The research shows that carrying out mixed teaching in military academies is a key step to explore the training mode of excellent students to adapt to the army. It needs to be close to the needs of the army, and give full play to the role of students as the main body, teachers as the leader, and schools as a strategic unit.

NCS기반 청년취업아카데미 운영모델 개발 및 체계화에 관한 연구

In the era of the 4th industrial revolution, the concept of the workplace faded as the employment type was hired from regular workers to contract workers, and the job market was transformed into a job market where job skills were emphasized due to frequent turnover. In addition, the reality is that college graduates and prospective graduates are suffering from difficulties in finding a job due to social advancement and job mismatch. In this situation, the youth employment academy curriculum, which nurtures young talents required by industry, was helpful in many ways to provide an educational model. However, as the youth employment academy project was carried out, problems arose in the curriculum, operation process, and student recruitment. Therefore, this study aims to identify problems and improve the curriculum of the youth employment academy by conducting in-depth interviews with professors and staff in charge, as well as a learning satisfaction survey for students. Furthermore, it is intended to present examples of systematization and modularization of the NCS-based employment curriculum through self-directed learning satisfaction survey. Through this study, it is intended to contribute to the expansion and efficiency increase of the employment curriculum for humanities students, which will be newly designed in the future.

Public Administration Training in Basic Police Academies: A 50-State Comparative Analysis

Recent controversial interactions of police with the public have become an issue of important concern for public and governmental leaders, who have openly questioned current models of police training and their effectiveness. This study is asking whether basic police academies utilize curricula that reflect the contemporary challenges of modern policing today and prepare recruits to become not only police officers but also competent and skilled, street-level bureaucrats who can provide an effective and impartial service to their increasingly diverse communities. The aim of this study is to quantify, analyze, and compare the content dedicated to the public administration domain in state-mandated basic training curricula across all 50 states. The study utilizes a mixed-methods research design with content analysis. Data were generated from 49 basic training curricula (with one state not having mandated training standards) and 17 interviews with police training officials. The result shows that despite the paradigm shift in the role of the modern-day police officer, police academies have made little to no progress in bridging the gap between the academy curriculum and the practicality of police work. On average, only 3.21% of basic training curricula are explicitly dedicated to public administration training—a training focused on public service values of fundamental importance to the practice of law enforcement. This article gives public administration scholars a voice in the national debate about the crisis in police–public relations by contributing to the literature on police training reform from a much-needed public administration lens.

Comparing the effects of academy training models on recruit competence: does curriculum instruction type matter?

PurposeThe purpose of this paper is to determine if a police academy using adult learning techniques instills higher levels of perceived competence in recruits than an academy using traditional pedagogical methods.Design/methodology/approachThe study took advantage of a timeframe when two academy models using different approaches to learning were employed in Massachusetts. Recruits (N = 97) were surveyed before entering the academy and just prior to graduation to assess their levels of perceived competence across three domains of training topics (i.e. “Policing in Massachusetts,” “Investigations” and “Patrol Procedures”).FindingsResults were mixed in terms of the academy model's effects on recruit competence levels. In terms of investigations, participants experienced a greater level of growth in an adult-learning setting. Regarding general topics grouped into the “Policing in Massachusetts” category, such as constitutional law, recruits taught with traditional pedagogy experienced more growth. For patrol procedures, taught using similar hands-on methods, results showed comparable levels of growth for all recruits over time. Overall, recruits in both the traditional and adult-learning-based academy experienced similar growth trajectories in self-perceived levels of competence. Findings suggest that a mixed approach to training may provide optimal results for police recruits.Originality/valuePrior research on academy curricula has been limited to cross-sectional analyses. Further, little effort has been made to analyze the impacts of academy training from an andrological and/or “adult learning” theoretical lens. This study evaluated the effects of a new, overhauled recruit academy curriculum over time to expand the literature in both of these areas.

Stress Management and Air Traffic Control Trainees: Development and Evaluation of a New Training Course

The primary mission of the Federal Aviation Administration (FAA) is to maintain the safety of the National Airspace System (NAS). As part of this mission, the FAA is tasked with ensuring that future air traffic controllers are adequately trained to perform the high-risk job of directing air traffic. The FAA Academy curriculum for newly hired controllers involves 3-4 months of intensive lessons and performance assessments. It has been suggested that this training program is quite stressful, and successful trainees tend to be those who can better manage stress. To support ATC trainees, researchers at the Civil Aerospace Medical Institute (CAMI) have conducted operational research to develop and evaluate a stress management training to help trainees manage their stress during training at the FAA Academy.

PDK Connection: Organizational news about PDK International

PDK International invites members to make a donation to support future educators. Connecticut has adopted the Educators Rising Academy Curriculum. PDK is offering discussion questions related to recent Kappan articles.

The Association of Pathology Chairs’ Pathology Leadership Academy: Experience From the First 2 Years

Leadership development and succession planning are critical to ensure continued strength of academic pathology. The Association of Pathology Chairs developed the Pathology Leadership Academy to prepare future academic leaders. The purpose of this report is to describe: (1) Pathology Leadership Academy’s development and curriculum, (2) how Pathology Leadership Academy has met leadership development needs for individuals and academic departments in its first 2 years, (3) Pathology Leadership Academy’s future directions based on program feedback. Results were analyzed from pre- and postprogram needs assessment surveys of pathology chairs and from evaluations from Pathology Leadership Academy participants in the first 2 years. Pathology Leadership Academy curriculum was developed from topics identified as priorities in the chairs’ survey. Twenty-eight (90%) of 31 responding participants were very satisfied/satisfied with Pathology Leadership Academy. Of the 18 responding chairs who sent a participant to Pathology Leadership Academy, 11 (61%) reported that Pathology Leadership Academy met their faculty development goal. Of all responding chairs, 13 (32%) of 41 reported uncertainty as to whether Pathology Leadership Academy is meeting chairs’ goals. Chairs reported that Pathology Leadership Academy provided value to their faculty through preparation for a future leadership role, enhancing skills for a current role, and enhancing understanding of opportunities and challenges in academic medicine. Most chairs (27/43, 66%) said Pathology Leadership Academy should be offered again; 13 (32%) of 43 were uncertain, and 1 (2%) of 43 said no. Initial experience of Pathology Leadership Academy is positive and promising and provides opportunity for leadership succession planning in academic pathology. Pathology Leadership Academy will use participant and chair feedback for ongoing curricular development to ensure topics continue to address major needs of academic pathology.

Ensino superior militar e desenvolvimento de competências de comando e liderança

Fast growing changes in the political, economic and social spheres are occurring across several regions of the world, and Mozambique is no exception. These changes pose new challenges to higher education and, in particular, to higher military education, which should contribute to this development, namely, in the Military Academy curriculum and the development of command and leadership skills of its graduates. This paper presents a study developed in the context of the PhD in Educational Sciences, in the area of Curricular Studies and Pedagogical Supervision. This study aims at identifying the perceptions of military leaders of and graduates by the Military Academy Marechal Samora Machel on how the skills of command and leadership of troops are developed, and the articulation they establish between initial training and the exercise of those in the field of professional action. It is an exploratory study that starts from the phenomenological-interpretative paradigm and privileges a qualitative approach, resorting to documentary research, semi-structured interviews with military leaders selected for convenience, and two focus groups with graduates of that Academy. All of the presented results, point to new facts and dimensions to be introduced in the curriculum.

Military Academy Curriculum Required for Educating Cyber Warriors

Military Academy Curriculum Required for Educating Cyber Warriors

‘Mixed’ mathematics in engineering education in Spain: Pedro Lucuce's course at the Barcelona Royal Military Academy of Mathematics in the eighteenth century

Engineering in Spain developed as a scientific profession during the nineteenth century. Nevertheless, the idea of combining theory and practice was forged in the eighteenth century as a result of several influences. The example of the Royal Military Academy of Mathematics of Barcelona established in 1720 seems particularly interesting from this point of view insofar as its main goal was to supply knowledge in mathematics to young and experienced officers in three main military fields: engineering, artillery and the navy. In 1739, an Ordinance of the Royal Academy established a general course of mathematics to train military engineers. This course was prepared by its director Pedro Lucuce and it centred on ‘mixed’ mathematics, i.e. those domains useful in warfare and engineering. It became a pillar of the academy's curriculum. By analysing the course content, the authors hope to shed light on a number of aspects relating to this training and to test the hypothesis that Lucuce's programme should be understood as falling within the tradition of the mathematical courses, launched in the seventeenth century.