Abstract: Since the establishment of the state of Israel, and as a result of various events that led to it, Jewish citizens and Arab citizens of the state have been in constant conflict, which finds its expression in most levels of life. Therefore, the attitude of one group member to the other group members is mostly tense, loaded, and saturated with mutual suspicion. Within this reality, in many higher education institutions in Israel, Jews and Arabs meet with each other intensively and for several years. For some students, this is their first opportunity for a meaningful cross-cultural encounter. These intercultural encounters, which allow positive interactions between members of different cultural groups, may contribute to the formation of "intercultural competence" which means long-term change in knowledge, attitudes, and behavior towards 'the other culture'. The current study examined the concept of the ‘other’ among Jewish and Arab students studying together and their "intercultural competence". The study also examined whether there is a difference in the perception of the ‘other’ between students studying in different academic programs, and between students taking academic courses on multiculturalism. This quantitative study was conducted among 274 Arab and Jewish students studying together, for bachelors or master's degree, in various academic programs at the Israel Academic College of Ramat-Gan. The background data of the participants are varied, in terms of religion, origin, religiosity, employment status, living area, and marital status. The main hypothesis is that academic, social, and intercultural encounters between Jewish and Arab students, who attend college together, will be a significant factor in building "intercultural competence". Additionally, the existence of "intercultural competence" has been linked to demographic characteristics of the students, as well as the nature of intercultural encounters between Jews and Arabs in a higher education institution. The dependent variables were measured by a self-report questionnaire, using the components of '"intercultural competence"' among students, which are: 1. Cognitive knowledge of the ‘others’, 2. Feelings towards the ‘others’, 3. Change in attitudes towards the 'others', and 4. Change in behavior towards the ‘others’. The findings indicate a higher "intercultural competence" among Arab students than Jews; it was also found higher level of "intercultural competence" among Educational Counseling students than the other respondents. The importance of this research lies in finding the means to develop "intercultural competence" among Jewish and Arab students, which may reduce prejudice and stereotypes towards the other culture and may even prevent occurrences of alienation and violence in cross-cultural encounters in Israel.
Abstract: In today’s very competitive higher education industry (HEI), HEIs are faced with the primary concern of developing, deploying, and sustaining high quality academic programs. Today, the HEI has well-established accreditation systems endorsed by a country’s legislation and institutions. The accreditation system is an educational pathway focused on the criteria and processes for evaluating educational programs. Although many aspects of the accreditation process highlight both the past and the present (prove), the “program review” assessment is "forward-looking assessment" (improve) and thus transforms the process into a continuing assessment activity rather than a periodic event. The purpose of this study is to propose a conceptual measurement framework for program review to be used by HEIs to undertake a robust and targeted approach to proactively and continuously review their academic programs to evaluate its practicality and effectiveness as well as to improve the education of the students. The proposed framework consists of two main components: program review principles and the program review measurement matrix.
Abstract: While research is rich with what criteria could be included in the academic program review processes, there is rarely any mention of how this significant and complex process should be managed. This paper proposes using project management methodology in alignment with the program review criteria of the Dickeson’s Prioritizing Academic Programs model. Project management and academic program review share two distinct characteristics; one is their life cycle, and the second is the core knowledge areas they use. This aligned and structured approach offers academic administrators a step-by-step guide that can help them manage this process and effectively assess academic programs.
Abstract: An Integrated Cumulative Grade Point Average (iCGPA) is a mechanism and strategy to ensure the curriculum of an academic programme is constructively aligned to the expected learning outcomes and student performance based on the attainment of those learning outcomes that is reported objectively in a spider web. Much effort and time has been spent to develop a viable mechanism and trains academics to utilize the platform for reporting. The question is: How well do learners conceive the idea of their achievement via iCGPA and whether quality learner attributes have been nurtured through the iCGPA mechanism? This paper presents the architecture of an integrated CGPA mechanism purported to address a holistic evaluation from the evaluation of courses learning outcomes to aligned programme learning outcomes attainment. The paper then discusses the students’ understanding of the mechanism and evaluation of their achievement from the generated spider web. A set of questionnaires were distributed to a group of students with iCGPA reporting and frequency analysis was used to compare the perspectives of students on their performance. In addition, the questionnaire also explored how they conceive the idea of an integrated, holistic reporting and how it generates their motivation to improve. The iCGPA group was found to be receptive to what they have achieved throughout their study period. They agreed that the achievement level generated from their spider web allows them to develop intervention and enhance the programme learning outcomes before they graduate.
Abstract: The QUEST is an assessment of scientific epistemic beliefs and was developed to measure students’ intellectual development in regards to beliefs about knowledge and knowing. The QUEST utilizes Q-sort methodology, which requires participants to rate the degree to which statements describe them personally. As a measure of personal theories of knowledge, the QUEST instrument is described with the Q-sort distribution and scoring explained. A preliminary demonstration of the QUEST assessment is described with two samples of undergraduate students (novice/lower division compared to advanced/upper division students) being assessed and their average QUEST scores compared. The usefulness of an assessment of epistemology is discussed in terms of the principle that assessment tends to drive educational practice and university mission. The critical need for university and academic programs to focus on development of students’ scientific epistemology is briefly discussed.
Abstract: A central element of higher education today is the
“core” or “general education” curriculum: that configuration of
courses that often encompasses the essence of liberal arts education.
Ensuring that such offerings reflect the mission and values of the
institution is a challenge faced by most college and universities, often
more than once. This paper presents an action model of program
planning designed to structure the processes of developing,
implementing and revising core curricula in a manner consistent with
key institutional goals and objectives. Through presentation of a case
study from a university in the United States, the elements of needs
assessment, stakeholder investment and collaborative compromise
are shown as key components of a planning strategy that can produce
a general education program that is comprehensive, academically
rigorous, assessable, and mission consistent. The paper concludes
with recommendations for both the implementation and evaluation of
such programs in practice.
Abstract: Problem based learning is one of the highly acclaimed learning methods in medical education since its first introduction at Mc-Master University in Canada in the 1960s. It has now been adopted as a teaching learning method in many medical colleges of Nepal. B.P. Koirala Institute of Health Sciences (BPKIHS), a health science deemed university is the second institute in Nepal to establish problem-based learning academic program and need-based teaching approach hence minimizing teaching through lectures since its inception. During the first two years of MBBS course, the curriculum is divided into various organ-systems incorporated with problem-based learning exercise each of one week duration.
Abstract: Higher education has an important role to play in
advocating environmentalism. Given this responsibility, the goal of
higher education should therefore be to develop graduates with the
knowledge, skills and values related to environmentalism. However,
research indicates that there is a lack of consciousness amongst
graduates on the need to be more environmentally aware, especially
when it comes to applying the appropriate knowledge and skills
related to environmentalism. Although institutions of higher learning
do include environmental parameters within their undergraduate and
postgraduate academic programme structures, the environmental
boundaries are usually confined to specific engineering majors within
an engineering programme. This makes environmental knowledge,
skills and values exclusive to certain quarters of the higher education
system. The incorporation of environmental literacy within higher
education institutions as a whole is of utmost pertinence if a nation-s
human capital is to be nurtured to become change agents for the
preservation of environment. This paper discusses approaches that
can be adapted by institutions of higher learning to include
environmental literacy within the graduate-s higher learning
experience.
Abstract: Motivated by Microsoft Co. Academic Program
initiative, the department of Information Technology in King Saud
University has adopted Microsoft products in three courses. The
initiative aimed at enhancing the abilities of the university graduates
and equipping them with skills that would help them in the job
market. A number of methods of collecting assessment data were
used to evaluate the course adoption initiative. Assessment data
indicated that the goal of the course adoption is being achieved and
that the students were much better prepared to design applications
and administrate networks.
Abstract: The objective of this project is to produce computer
assisted instruction(CAI) for welding and brazing in order to
determine the efficiency of the instruction package and the study
accomplishment of learner by studying through computer assisted
instruction for welding and brazing it was examined through the
target group surveyed from the 30 students studying in the two year
of 5-year-academic program, department of production technology
education, faculty of industrial education and technology, king
mongkut-s university of technology thonburi. The result of the
research indicated that the media evaluated by experts and subject
matter quality evaluation of computer assisted instruction for welding
and brazing was in line for the good criterion. The mean of score
evaluated before the study, during the study and after the study was
34.58, 83.33 and 83.43, respectively. The efficiency of the lesson was
83.33/83.43 which was higher than the expected value, 80/80. The
study accomplishment of the learner, who utilizes computer assisted
instruction for welding and brazing as a media, was higher and equal
to the significance statistical level of 95%. The value was 1.669
which was equal to 35.36>1.669. It could be summarized that
computer assisted instruction for welding and brazing was the
efficient media to use for studying and teaching.
Abstract: Generally, administrative systems in an academic
environment are disjoint and support independent queries. The
objective in this work is to semantically connect these independent
systems to provide support to queries run on the integrated platform.
The proposed framework, by enriching educational material in the
legacy systems, provides a value-added semantics layer where
activities such as annotation, query and reasoning can be carried out
to support management requirements. We discuss the development of
this ontology framework with a case study of UAE University
program administration to show how semantic web technologies can
be used by administration to develop student profiles for better
academic program management.
Abstract: In order to provide and maintain effective pedagogy for the burgeoning virtual reality community, it is vital to have trained faculty in the institutions of higher education who will teach these courses and be able to make full use of their academic knowledge and expertise. As the number of online courses continues to grow, there is a need for these institutions to establish mentoring programs that will support the novice online instructor. The environment in which this takes place and the factors that ensure its success are critical to the adoption of the new instructional delivery format taught by both seasoned educators and adjunct instructors. Effective one-on-one mentoring promotes a professional, compassionate and collegial faculty who will provide a consistent and rigorous academic program for students online.