Development Of Individual Student Research Articles

Integrating Virtue into the Jesuit Business School Curriculum

The article addresses the question of how to reconcile ethically responsible behavior with the bottom line in a distinctly Jesuit way. The authors argue that Jesuit business schools should foster the development of individual students' habits of virtue, showing clearly how these habits are connected to personal beliefs, business beliefs, and business performance. The article introduces the Magis Method for incorporating virtue into the curriculum.

Computer-Mediated Assessment of Higher-Order Thinking Development

Solving complicated problems in a contemporary knowledge-based society requires higher-order thinking (HOT). The most productive way to encourage development of HOT in students is through use of the Problem-based Learning (PBL) model. This model organizes learning by solving corresponding problems relative to study courses. Students are directed to develop HOT skills needed for problem-solving that are essential for their future professional activities. However, in order to promote effective HOT skills development of students in PBL learning environment, enhancement of the model is required. The model enhancement can be attained through specific computer-mediated assessment of learning of students. In this paper we introduce an innovative approach to complex, adaptive, and computer-mediated assessment of HOT skills development of individual students. Complexity of assessment is expressed by forming the combined assessments of HOT skills of different types. Adaptation of assessment to the process of HOT skills development is expressed by changes in an instructor‘s fixed assessments by crossing from one phase of PBL to another. Assessment adaptation is provided for individual students as for a study group. Computer-mediation of assessment is provided by a Computer Assessment Tool which promotes students’ HOT skills development and facilitates the assessment process for an instructor. The proposed coefficient of success of HOT skills development serves as an effective tool of analysis of this process.

Using Personal-Focused Methods at IT-Lessons

The education system in our country and foreign countries deeper processes occur. System of training and education to the need for a new ideology and methodology of these processes have led. The new ideology and methodology is student-centered approach to education. This article deals with the essence of the mechanism of personality-oriented education, the main approaches and models to create optimal conditions for the development of individual students in the classroom Computer. In this article presents a summary of the model of education lesson Informatics in schools too. Turning to interactive methods of training of real time demands the considerable telecommunication resources, capable to provide necessary interrelation of participants of educational process, supporting multiservice technologies, high efficiencies of IT equipments and networking of data transmission.

Student-Instructor Assessments: Examining the Skills and Competencies of Social Work Students Placed in Military-connected Schools

Field education is a vital part of learning and training for students pursuing an MSW degree. Guided by competencies created by the Council on Social Work Education, MSW programs are continuously evaluating the effectiveness of field experiences. U.S.-based public schools lack the training and capacity to provide adequate support to military-connected students. To understand the skills and competencies of MSW students placed in military-connected schools, the authors collected data from 30 first-year MSW students and their eight field instructors at two time points (fall and spring) during the 2010–2011 academic year. Both students and instructors gave higher-than-midpoint ratings to students on competencies at both time points. At time 1, students rated themselves lowest on application of complex practice models, policy issues, and working on the macro level with military organizations, whereas instructors rated students lowest on items related to systemic monitoring and research in practice. Progress toward competencies during the academic year was noted for more than half of the competencies. Although as groups, students and field instructors provided similar assessments, similarity within student–instructor dyads was low, suggesting opportunities for growth in the context of field instruction and the need for development of individual student–instructor relationships.

A Constructivist Approach to Design Teaching at the Postgraduate Level: The Case of an Interdisciplinary Design Programme at FAAD, NDU, Lebanon

Abstract This paper evaluates the constructivist teaching in the interdisciplinary masters in design at the Faculty of Architecture, Art & Design, Notre Dame University – Louaize, Lebanon. This programme merges students from different design disciplines and promotes the construction of new interdisciplinary knowledge. The programme fosters enhanced learning and focuses on theory supporting design practice in an interdisciplinary approach. Active learning through courses allows individual student's development needs. Moreover, students are exposed to asynchronous learning combining globally implemented design education with the Lebanese requirements. This paper briefly illustrates and assesses the contribution of the teaching methods to the students’ design development.

Widening participation in higher education: student quantitative skills and independent learning as impediments to progression

The UK government's widening participation strategy, and the concomitant development of a mass higher education system, has imposed a variety of pressures on higher education institutions. Not least of these is the changing nature of the student population, and the assumptions that can be made about its skills and knowledge base. It should not be surprising that this rapid expansion of the higher education system has resulted in declining student progression and retention rates. This paper takes a case study approach and attempts to identify the range of factors that might explain the variability of student performance on a first year undergraduate introductory statistics module. The paper concludes that there are no simple predictors of success or failure. However, there is evidence to suggest that any innovations in delivery need to take account of individual student development and that the presumption that students can rapidly become independent learners upon initial entry to higher education is an unrealistic one.

Writing in AAC

Writing in AAC

The Relationship Between Student Development Theory and a Professional Abilities Model for Physical Therapy Education

Background and Purpose. Generic abilities define a repertoire of behaviors deemed essential for success in the physical therapy profession. Many physical therapist education programs have adopted some form of the generic abilities to foster and measure development of professional behaviors by students. Methods proposed for fostering development of professional behaviors include explicit instruction, role modeling, mentoring, guided reflection, and individual advising. Understanding of the cognitive and psychosocial development of individual students and appreciation of the impact of the developmental level on readiness to learn may help guide educators in choosing the most appropriate interventions for students across the spectrum of maturity and throughout the developmental process. The purpose of this article is to examine a model of generic abilities from the perspective of student development theory. Position and Rationale. Descriptors and sample behaviors of a model of generic abilities were analyzed in terms of the major tenets of 4 theories of intellectual and ethical development, cognitive development, and moral development. Aspects of psychosocial and identity development appear linked to all of the professional abilities. Cognitive development seems closely linked to behaviors of problem solving and critical thinking. Moral development may influence broad areas of professionalism, responsibility, and social responsibility. Discussion and Conclusion. An understanding of broad aspects of psychosocial, cognitive, and moral development may enhance the effectiveness of physical therapy faculty in nurturing development of professional behaviors in physical therapist students. The developmental process may be enhanced by fostering an environment that provides essential challenges and appropriate support for students across all 3 domains of development throughout the physical therapy curriculum. Key Words: Generic abilities, Physical therapy education, Student development theory. INTRODUCTION Educators in law, medicine, and the allied health care professions have long recognized that in addition to a core knowledge base and essential psychomotor competencies, students must acquire a repertoire of generic behaviors to be successful in fulfilling the desired professional role.1 The generic behaviors ensure that students will have the abilities to generalize information and skills from one context to another; assimilate information from different sources; apply knowledge and skills in the actual practice setting; integrate skills across cognitive, affective, and psychomotor domains; and communicate effectively with a variety of people, including clients, colleagues, and interested community parties.1 Generic abilities are those traits or behaviors independent of the profession's core of knowledge and skills that are required for successful practice in the given profession.1 Ability-based assessment involves the observation and evaluation of student behavior across the range of generic abilities. May et al1 were the first in the field of physical therapy to describe the adaptation of a set of generic abilities to a physical therapist education program and to discuss the implementation of an ability-based assessment program across a physical therapy curriculum. Following the lead of May and colleagues, many physical therapist programs across the United States have adopted some form of the generic abilities to help foster and measure development of professional behaviors by students. While the generic abilities define a repertoire of behaviors deemed essential for success in the physical therapy profession, they offer little insight into the personal characteristics that underlie the behaviors or change in the behaviors over time. Psychosocial theory and cognitive-structural theory, which help to illuminate characteristics of personal and interpersonal lives and the ways in which people think, may provide insight into aspects of behavior and performance as defined by the abilities. …

Longitudinal Development of Inferential Reasoning by School Students

This study follows an earlier study of school students' abilities to draw inferences when comparing two data sets presented in graphical form (Watson and Moritz, 1999). Forty-two students who were originally interviewed in grades 3 to 9, were subsequently interviewed either three or four years later. The results for individual student development add to the credibility of the cross-age observations, as well as support the hierarchical framework suggested by the original study. Changes in levels of performance and strategies for drawing conclusions are documented. A further step from the original study is the consideration of how students used the variation displayed in the graphical presentation of the data sets as a basis for decision-making. Implications for teaching and for further research are discussed.

Learning social work with a “Well-tempered personal computer”

Social work education is primarily concerned with training professional social workers through a course which combines academic study and supervised field work. The agencies in which students undertake field training and subsequently take up employment make an increasing use of IT. Hence there is a need to employ curriculum material about the uses of IT in social work, as is specified by the Central Council for Education and Training in Social Work in its national curriculum. Social work education has widely varied components, some of which are directed towards the professional development of individual students, and must, therefore, be handled in a direct relationship with teachers. Other elements have considerable potential for CAL, and some developments are underway. Social work is not a high priority area for IT provision in higher education, and as a result most CAL initiatives must work within a relatively low-tech framework. Nevertheless, there is scope to make an impact on the quality of education, and develop materials which are transferrable across the higher education sector (because of the existence of a required national syllabus), and more widely across other human services subjects which need skills in such areas as counselling, communications and anti-discriminatory practice.

Learning styles as a filter for developing service‐learning interventions

AbstractUnderstanding Kolb's learning theory and applying it to the Service Learning Model outlined in Chapter One provide student‐development professionals with additional means to promote the development of individual students.

Academic Advising in Higher Education: A Developmental Approach for College Students of All Ages

In 1969, the Carnegie Commission on Higher Education sponsored the largest survey of academic opinion ever undertaken. The survey included 70,000 undergraduates, 30,000 graduate students, and 60,000 faculty members. After analysis of this monumental collection of data, the Commission recommended that enhanced emphasis should be placed on advising as an increasingly important aspect of higher education.' A theme throughout the voluminous reports of the Commission's work, higher education needs to humanize programs, with the explicit intent of maximizing the individual student's development. Mash responds to this particular theme by pointing out that effective academic advising can and should be the heart of a developmental approach to the student. Since individual development represents a goal of adult education according to Knowles,' Tough,+ and others, I think it appropriate to define and to describe a process of academic advising which incorporates strategies aimed a t traditional college age students and adults.

Social Class and Equal Educational Opportunity

After reviewing briefly the influence that the ideology of equal educational opportunity has had on the development of public education, the author considers the relationships between the "aggregative characteristics" of schools and the development of individual students attending these schools. In particular, he considers the relevant findings presented in the Coleman Report and in related studies. He discusses several levels at which the Coleman inference with respect to the effect of student body characteristics on academic achievement has been questioned, and uses related studies where possible to eliminate ambiguities. The author concludes by considering the problem of a theoretical rationale adequate to account for the empirical findings of the Coleman study.

A Humanistic and Experiential Approach to Personal Development

A community junior college made humanistic concepts and experiential methods the bases for a personal development course which was staffed by professional counselors. The course was designed to permit flexibility in content and class activities which were directed toward the personal growth and intellectual development of individual students, each with unique needs. Small, unstructured discussion groups and individual papers and projects were deliberately placed outside the grading context to encourage active student involvement. The experimental course was evaluated in regard to such questions as the following: Can humanistic and value‐oriented course content stimulate intellectual development and personal growth on the part of junior college students? Are didactic and experiential methods compatible in a classroom setting? Can counselors teach and maintain effectiveness as student personnel workers?