Common Core Course Research Articles

Technical education mathematics curriculum in Uganda: relevance to industries

The relevance to industries of the mathematics curriculum at Uganda technical colleges is assessed through analysis of the extent of application to industries of the mathematics taught to the diploma students. The mathematical requirements of the civil, electrical and mechanical engineering technicians and the influence of industrial training on the engineering technical students perception of the mathematical needs of industries in Uganda are examined. Results of the study reveal that mathematics is required in industries in Uganda to a great extent, and that the mathematics curriculum is relevant to industries, except that the industries are consuming only a small section of the mathematics they could advantageously use. Engineering technicians are found to differ in their mathematical requirement, depending on the specialization, but they agree on a common core course and sandwich courses. Industrial training is found to make students perceive, positively, the relevance to industries of the mathematics...

The relationship of success predictors to common core course performance for elementary education majors

The relationship of success predictors to common core course performance for elementary education majors

Comparing Success Predictors and Common Core Course Performance

Comparing Success Predictors and Common Core Course Performance

English for police officers in Egypt

The author surveyed 150 officers in ten departments of the national police force in Egypt in order to assess their needs when using English on the job. The survey showed that, to some extent, the need for English is determined by the specialized department in which an officer works. However, there are enough general needs to make it feasible to propose a common core course for all police officers, regardless of specialization. The author first describes the particular needs of officers in several departments and then offers suggestions for a possible syllabus for a common core course.

Civil Engineering Education That Is

A civil engineering educator presents a 20% sample, consisting of 35 colleges of engineering and 32 employers of engineers involving 212 separate interviews with responsible engineering educators and employers. Also described are findings and interpretations on topics concerning engineering curricula such as admission requirements, admission to advanced standing, honors programs, remedial courses, number of years for first degree, common-core courses, engineering sciences, humansitic-social courses, ROTC politics, engineering orientation, field trips, professional ethics, construction, electronic computers, Ann Arbor Conference on Civil Engineering Education, and graduate education; on topics concerning instructors such as qualifications, promotion, practical experience, salaries, teaching loads, teaching methods, and extra-curricular activities; on topics relating to departmental administration; and on topics relative to what engineering employers think about the various aspects of engineering education and continuing post-graduate education.