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Purpose\ud This review aimed to collate and summarize available research literature about wheelchair service provision education available to healthcare professional students, healthcare personnel and educators across low- to high-resourced settings.\ud \ud Methods\ud The Joanna Briggs Institute methodological steps for scoping reviews were followed. Included studies were mainly sourced from Medline, Embase, CINAHL, Scopus, Academic Search Complete and ProQuest. Independent title, abstract and full-text screening with defined inclusion and exclusion criteria was performed. All screening and extraction were performed independently by two authors. A thematic approach was used to synthesize results. Data extracted from included studies were charted according to a template that we created. The study quality was also appraised.\ud \ud Results\ud A total of 25 articles were included (11, 36% from high-income settings) with 12 (48%) observational studies and 13 (52%) experimental studies. The literature addressed three main topics: (1) assessing wheelchair service provision knowledge, (2) implementing training interventions using in-person, online and/or hybrid learning approaches and (3) describing current wheelchair service provision education globally. The most frequently reported training programs used were the Wheelchair Skills Program and the World Health Organization Wheelchair Service Training Package – Basic Level.\ud \ud Conclusion\ud Limited information has been published about the integration of wheelchair content into the curricula of professional rehabilitation programs. Efforts to build international partnerships, improve the quality and currency of training programs and build resources that can assist educators in the integration of wheelchair-related content into professional rehabilitation programs should be prioritized.\ud \ud Implications for Rehabilitation\ud This is the first review that examined and synthesized the current state of wheelchair service provision education for rehabilitation students and personnel across low- to high-income countries.\ud \ud Findings from this review indicate that there is limited information about the integration of wheelchair-related content into professional rehabilitation programs.\ud \ud Efforts to build international partnerships, standardize wheelchair service provision content and evaluation and integrate training into professional rehabilitation programs worldwide should be prioritized.

Globally, education has seen increased incorporation of online and distance approaches to teaching and learning across all fields and program levels. As a result, many educators question how best to deliver their content in this format, resulting in a significant demand for professional development resources that focus on the best practices for online teaching. These twelve tips focus on the design, delivery and refinement stages of course development and introduce health professions educators to Moore's Theory of Transactional Distance, with the end goal of identifying concrete opportunities and methods for applying Moore's Theory to their online teaching.

As study abroad opportunities increase, so too are international teaching exchanges. This article describes the collaborative teaching experience of a course which was jointly developed and offered...

We propose a set of guidelines called the Three-Tier Design Process (TTDP), providing a pathway for faculty and other higher-education professionals who intend to design and develop a course in a L...

Amazonian fires burn more and more forestland every year. Shortly after the turn of the millennium, effective envir­onmental policies in Brazil reduced deforestation rates in the Amazon Basin. Unfo...

The purpose of this article is to enhance understanding of the increasing importance of service user and carer involvement in social work research. The paper outlines actions taken to develop knowl...

According to a recent article published by Inside Higher Ed (2018), one-third of all students are taking at least one online class and without that option available, many colleges and unive...

This article introduces an innovative model of social work course development, teaching, and implementation. Using the principles of antioppressive education and community-engaged learning, the aut...

Mandates for technology integration (TI) in teacher education courses continue to gain momentum. However, most teacher educators are not trained in the practices of instructional technology and, wh...

This research empirically tests collaborative course development (CCD)—a pedagogy presented in the 2016 Marketing Education Review Special Issue on Teaching Innovations. A team of researchers taught experimental courses using CCD methods (employing various techniques including syllabus building, “flex-tures,” free-choice assignments, and exam writing). Control sections used traditional classroom techniques (using professor-developed syllabi, lectures, forced-choice assignments, and professor-written exams). Results demonstrated that CCD classes yielded significantly higher levels of student engagement, perceived learning, satisfaction, and professor ratings. These effects were reliable between and within professors. It is interesting to note that the positive effects persisted even for students with high levels of two control variables (i.e., preference for consistency and separateness-connectedness self-schema).

Modern students encounter large, messy datasets long before setting foot in our classrooms. Many of these students need to develop skills in exploratory data analysis and multivariate analysis techniques for their jobs after college, but such topics are not covered in traditional introductory statistics courses. This case study describes my experience in designing and teaching an undergraduate course on multivariate data analysis with minimal prerequisites, using real data, active learning, and other interactive activities to help students tackle the material. Multivariate topics covered include clustering and classification (among others) for exploratory data analysis and an introduction to algorithmic modeling. Supplementary materials for this article are available online.

Simple surveys are the predominant tool for course evaluations in most universities, but their validity has been questioned. They have been criticized for being a ritual way of complying with administrative regulations rather than a way of improving educational quality. Moreover, there is often a focus on student satisfaction, where the complexity of learning processes and the development of learner identities are lost. As an alternative approach, a qualitative course evaluation was tested that consisted of a single question: What could have been done in this course in order to better support your learning? Twenty-one second-year psychology students completed the evaluation at the end of a course. They provided rich answers describing learning activities and communication, and they described both teachers and students as agents. Going beyond merely reporting possible improvements, the students saw their learning processes in a context of academic demands and social mechanisms. It is argued that qu...

With the recent move toward competency-based gerontology education, incorporating humanities and arts will be necessary for accreditation. This article describes the pedagogical approaches and lessons learned during 5 years of development and implementation of an asynchronous online course in Aging and the Arts. Fifty graduate and undergraduate students participated in the course over five semesters. Discipline diversity increased subsequent to designation as a fine arts general education course. Students expressed appreciation for multimedia resources, an initial fear of creating a wiki, and online redundancy was reduced through increased community engagement that also augmented application in real-world settings. The visual nature of arts and aging lends itself to a compelling and interactive online course experience that can be adapted to synchronous, hybrid, and face-to-face formats. Opportunities for community engaged learning will increase as art programs for older adults become more prevalent.

This article shares key questions guiding our process of building interdisciplinary bridges between social work and art to contribute to social justice-oriented education. Through a focus on socially engaged art, we discuss the purpose and forms that these practices take and the role of the audience/participants when working for social change with communities. We then present a proposed course outline that brings social work and socially engaged art together. Our hope is that this discussion will guide others interested in working through interdisciplinary collaborations, as can be seen by the growing interest in the mix of art and social work in practice and education.

A pressing issue for educators is the difficulty in fostering engagement and vesting students in courses. A new pedagogical model labeled Collaborative Course Development (CCD) has evolved as a viable solution. CCD not only allows students to be actively involved in initial course design but also empowers them to make decisions about class structure throughout the term. The purpose of this work is to explain the theoretical background of CCD, outline its effective use, and detail six specific practices for implementation. The article concludes with research-worthy propositions as well as preliminary findings and a brief discussion of potential challenges.

Reflective practice is a vital skill of effective teachers and a precondition for professional growth. Lack of time, poorly developed reflective skills, or academic cultures that are not supportive of reflection may curtail reflective practice. This article describes a peer-led course reflection process designed to increase the reflection and teaching skills of faculty as well as support course and curriculum development. Department faculty perspectives on the process were examined via a survey that included open-ended and forced-choice questions (N = 10; 91% return rate). The vast majority of respondents indicated this reflective process had improved administrative aspects of their teaching (90%); enriched and informed course development (100%); was time well spent (100%); and helped faculty see how their course fit into the overall framework of the curriculum (80%). The guided, cyclical, and structured nature of this reflection process appears to be effective. The collaborative, non-hierarchical process...

For language teachers who are concerned about referring to their own and students’ identities other than in the roles of ‘teacher’ and ‘student’ in the classroom, this conversation analytic study aims to give insights into the use of identity. Detailed analysis of the data of English for a Specific Purpose (ESP) classrooms indicates that contrasting the teacher’s and students’ non-default situated identities, such as senpai (‘senior’ in English) with kohai (‘junior’ in English) and sociologist with scientist, is a way for the language teacher to perform the role of ‘teacher’ effectively in ESP classrooms: the practice constructs an epistemic gradient among the teacher and the students and makes some actions accountable by the participants, who is ascribed a superior epistemic status with an identity. The study concludes with a discussion of the contribution the use of identity can make to ESP/LSP (language for specific purposes) and suggestions for ESP/LSP course development.

This study describes a competency-based educational approach to course development, implementation, and evaluation. The course model is presented, including its philosophical base. The authors hypothesized that student participation in a competency-based graduate gerontology course would increase their perceived competency level. Results indicate that students (N = 74 students; 2008–2011) rated their competency skill level as higher at posttest than at the pretest (paired t-tests, p < .01), as measured by the Geriatric Social Work Competency Scale II. In addition, pretest/posttest results on the Myths of Aging checklist and Expectations Regarding Aging survey supported increases of perceived knowledge of older adults at posttest (p < .01). This project illustrates the benefits of organizing and implementing competency-based curriculum so that students are better prepared to work with older adults when they graduate.

The implementation of Resource Description and Access (RDA) in 2013 or after will have a powerful impact on the skill set required of new library and information science professionals. This article chronicles the development of an RDA “boot camp” at UNC–Chapel Hill's School of Information and Library Science. Curriculum for the three-hour camp included a review of relevant theoretical frameworks and a hands-on exercise creating RDA records. Findings from a post–boot camp survey point to areas for further growth in cataloging and metadata course development and suggest that students are eager for more practical experience with emerging schema.

To cope with the crisis of frequent occurrences of extreme weather, various sectors are striving to find a way to ease climate change. A common consensus indicates that to reverse this crisis, we s...

Using the translation programme at the University of Bristol as a case study, we shall argue in this paper that distance delivery can have a very positive impact on recruitment but that the quality of the students’ experience depends upon the capacity of the organisation to support course development and delivery, both in terms of instructional design and management of student support. Using evidence from a survey of current students and the reflective logs that are produced as part of the assessment, we shall consider the opportunities which new technologies afford for distance learning provision and attempt to identify some of the constraints, internal and external, which threaten to inhibit growth and development.

‘Critical thinking’ is commonly included in the lists of graduate attributes (GAs), which all Australian universities are now required to develop and implement. That efforts to do so have met with limited success is due to a range of factors including inconsistent or naive conceptualisations, the failure to explicitly develop or assess GAs, and the persistence of ‘signature’ disciplinary practices. This paper describes the design and implementation of a law course in which the development and assessment of critical thinking were core objectives. Key features of the course included an operational conceptualisation of ‘critical legal thinking’, the development of closely aligned teaching and learning activities, and an aligned, coherent and innovative assessment programme. An evaluation of the first iteration of the course identified a number of successful outcomes as well as implications for ongoing course development.

The article primarily seeks to show the interconnectedness of diverse academic disciplines and their crucial role in development practice. It sheds light on the meanings of development-related concepts and seeks to delineate between the four inter-related concepts of multi-, inter-, trans-, and cross-disciplinarity. It argues that while inter-disciplinarity is desirable for a broad-based discipline such as Development Studies, the appropriateness of the concept when juxtaposed with trans-disciplinarity seems somewhat inadequate. Buttressing the importance of the contributions of all disciplines and of course development initiatives to Development Studies, case studies of failed water and agricultural projects – which never incorporated vital and cognate expertise – in the South are, thus, provided in the discourse.

This article sets out to assist curriculum developers in creating courses that reflect a balanced understanding of the current theoretical and technological picture of teacher education for students of CALL. It looks mostly at technological contributions to courseware development from a Web 2.0 (social computing) perspective, but does not exclude traditional Web 1.0 technologies. In a similar way, following Sfard, Bax and others, it considers both ‘acquisition’ and ‘participation’ metaphors as relevant to course development as well as the literature on adult learning processes. It shows how this is manifested in practice via three vignettes, which provide an insight into how the agenda can be applied effectively in the practice of teacher education for CALL.

As the numbers of international students attending UK universities increases, so the need grows to address the internationalisation agenda in a variety of ways. Much of what has been written in this area has been focused at the level of institutional and national policy and strategy. We argue here that this focus has tended to obscure the issue at the teaching and learning level, which is where students and teachers actually experience internationalisation, and because of its central importance, teaching and learning must be addressed explicitly alongside policy and strategic perspectives; otherwise there is a danger of a gap forming between policy and implementation. We describe several ways in which an aspect of internationalisation, i.e. supporting students’ learning, is addressed through curriculum design which takes into account the international student population of many courses.

The purpose of this research is to investigate the factors associated with hospitality students' satisfaction with internship programs and the relationships between training, job satisfaction, and confidence about future careers in order to provide schools and industries with suggestions regarding course development and training during internships. A principal component analysis was used to determine the degree of satisfaction with the supervisor, the educational program, the environment, the administration, and relationships. Training classes made a significant difference in satisfaction with the supervisor and educational program. The regression analysis showed that training satisfaction played a positive role as a predictor of participants' job satisfaction and confidence about future careers. The effect of satisfaction with training on participants' confidence about future careers was mediated by their satisfaction with the internship. The administration and learning factors in connection wit...

This paper investigates barriers for using course evaluation as a tool for improving student learning, through the analysis of course evaluation practices at The Royal Institute of Technology (KTH) ...

During academic year 1999–2000, the Geography Department at Michigan State University (MSU) launched a program of online geography courses. Since then, four undergraduate online geography courses have been collectively developed and delivered to over 4,500 domestic and international students in association with MSU's Virtual University Design and Technology (vuDAT). The creation of each virtual course has taught valuable lessons concerning course development and administration; interactions with students have shed insight on course structure, content, and instruction. This article addresses development, management, and pedagogic concerns pertinent to the operation of online geography courses and offers suggestions to others who wish to develop online courses. Preliminary evidence on the effectiveness of these courses is also presented.

This paper describes a newly designed graduate course developed and taught by a librarian. Basic information literacy attributes are emphasized in the course, enabling students to develop more specialized capabilities of locating, evaluating, and synthesizing research literature. Students in the course participate as members of a graduate cohort, so there is opportunity for them to evolve as a cohesive learning community. The theoretical framework of communities of practice is used to inform the instructional design of this course. Observations of early teaching and learning experiences as well as reflections upon this approach to course development are offered. doi:10.1300/J111v45n01_09

The sport of golf has grown tremendously in the past three decades. It is now the leading sport in the world in terms of total economic expenditure, yet surprising little on golf has appeared in the academic sports studies literature. In particular, the impact of golf on the environment has been virtually absent from discussion. Golf takes place in the outdoors, yet golf course development and maintenance has involved many aspects that are deleterious to the environment. This article charts the impact of golf on the environment from an international perspective, particularly noting emerging differences in first and developing world countries.

An increase in its distance-learning student population prompted Regent University Library to consolidate the library's information literacy program into one course. The course eventually went online to meet the needs of distance learners. During course development and implementation, librarians learned what worked well and what did not. Unexpected obstacles, such as database name and interface changes, created problems that were handled and overcome. As student surveys were analyzed and librarian experience increased, the course evolved and changed.

This paper deals with the main aspects of the work carried out by the Center for Talented Youth Spain since its founding. The educational model applied here is based on the ‘Study of mathematically precocious youth’, developed by Julian Stanley in the early seventies and currently the inspiration behind all the centers belonging to Center for Talented Youth International. We provide data from the SCAT (‘School and college ability test’) test, validated in Spain by the first author, which is used to identify students with exceptional verbal or mathematical ability. The results obtained are analyzed in the light of theoretical models, highlighting the similarities between the results obtained and those in the USA. Moreover, we explore data on course development and student assessment of courses. Finally, we explore the future prospects for the Center and of highly able students in Spain.

York College of Pennsylvania [46] and Penn State York [36], two colleges separated by only a few miles, both offer unique approaches to the subject of cryptology. The manner in which the courses are delivered is detailed along with the advantages of the geographical location.

Despite widespread use, misunderstandings persist about student evaluations of teaching. These evaluations have not been well examined in the common medical school setting of the multi-instructor, preclinical lecture course.The study evaluated the psychometrics of a brief student evaluation of a teaching instrument developed for a multi-instructor 2nd-year course and described its application.An 11-item instrument was developed and administered to 276 students to evaluate 27 lecturers per year in 3 years of an introductory clinical psychiatry course. A fully crossed research design allowed for a thorough analysis of variability in ratings.Generalizability analysis showed good reliability and relatively large Student x Lecturer interactions. Profile analysis generated distinct lecturer teaching profiles.Judicious use of a psychometrically sound student evaluation of a teaching instrument can be used to assist faculty and course development. Administering the evaluation instrument to an entire class produces no better reliability than administration to randomly selected subgroups of students.

(2004). Collaboration: Taking Risks Inside and Outside the Classroom. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 77, No. 6, pp. 250-253.

The authors explore the process of developing an advanced, doctoral-level course in feminist-informed family therapy (FIFT). The learning objectives of the course were to: (1) help students to further develop as feminists; and (2) integrate this feminist identity into our work as clinicians, researchers, and scholars. We met these course objectives using readings, journaling, clinical examples, and feminist supervision, and we offer guidance to other students and instructors who wish to integrate this type of course into an existing program. We highlight: course development and design; the development of our feminist identities; integration of feminist practice, supervision, research, scholarship, and pedagogy; and strengths and caveats of this course. We include our syllabus and other resources for those planning to develop a similar course.

A method of rendering the design of a course visible for the purpose of discussion amongst the members of course development teams is described. The paper begins by examining the way in which design is manifested in the area of course materials development and the approaches that have been used in attempting to document designs. The strengths and limitations of the conceptual mapping method are examined and the way in which the method has been used to facilitate the work of course development teams is described. Additional uses of the method and possibilities for future enhancements of the method are discussed.

(2003). Egypt's National Sustainable Tourism Conference on Golf Course Development Sharm El Sheikh, October 28–30, 2002. Journal of Sustainable Tourism: Vol. 11, No. 1, pp. 84-87.

The study reported here represents an attempt to explore learner autonomy in a distance education setting in Thailand. Autonomy is a key element in learning a language at a distance and is reflected in the number and quality of learning strategies students employ. Data for this study were collected using a questionnaire sent to students country-wide, ThinkAloud protocols and interviews. Using a number of criteria which emerged from the study, students were grouped into two kinds of language learner: self sufficient language learners, who were able to follow the course but displayed a limited degree of learner autonomy, and dynamic distance language learners, who were more proactive in their approach to learning. The outcomes from this study were used to draw conclusions about recommendations for future distance language course development and to develop theoretical work by the author relating to autonomous learning of languages at a distance

This paper investigates the integration of library resources, library instruction and services into the design of online courses. While many libraries embrace the ACRL (Association of College and Research Libraries) guidelines for library support of distance learners, many of the Web-based resources we develop still depend upon students seeking them out. Distance learning librarian collaboration with teaching faculty and instructional designers at Regis University resulted in a proactive method of library resource delivery applicable in multiple online scenarios.

In library and information science programs, decisions have to be made from time to time about introducing new courses and reviewing existing course offerings. This article reports on a descriptive study undertaken to gain an overview of current library and information workplace needs (as of early 2002) for professionals with knowledge and skills related to user education and information literacy instruction. A secondary aim was to support the course development process by identifying the specific knowledge and skills that are presently in demand in the workplace. A literature review provided the basis for an overview of user education in libraries and information agencies. This overview is followed by a description and discussion of a small-scale research project that used content analysis techniques to study job advertisements posted to the international LIBJOBS listserv over a period of three months. More than half of the advertisements required at least some experience of and/or skills in user...

There have been tremendous developments in recent years in the field of entrepreneurship education. Courses and programmes in this area have bloomed and flourished. The design of the programmes is mainly driven by the training objectives as determined by the trainers in line with the conventional wisdom on training and development. The customer was only a consideration in the minds of the developers of programmes, in terms of his/her training needs. Whilst this approach, which is prescriptive in nature, is apt when the field of entrepreneurship is at the initial stages of growth, one can ill afford to not consider the customers’ views when entrepreneurship subjects and courses have become a regular feature in most universities. In the field of marketing research, various methods have been devised to scientifically ascertain the attributes of products or services that the customer desires. These methods could be applied to the development of training programmes. This paper reports an exploratory s...

Student evaluation of teaching is a commonly accepted means of obtaining feedback on the quality of university teaching. However, its usefulness in contributing to improved teaching performance is dependent on the extent to which staff respond to and apply the information obtained in this way. This paper reports the results of a project designed to extend the application of student evaluations by using them as the basis for staff development. Survey findings from 87 staff and 127 students indicate the priorities for academic and course development perceived by each group. Booklets based on these perceived needs were developed by collaborative staff-student groups and made available to enable staff to improve their teaching in response to student evaluations.

This article highlights the importance of including a sexuality and aging course as a separate offering in the curriculum of a master s of arts in human development and gerontology program. Despite growing interest and literature in the field, there have been few attempts to integrate sexuality into course curricula. Descriptions of an initial pilot course and the follow-up elective course; a critical review of the literature, including comments; student evaluations; and suggestions for future course content are presented. The article critically discusses specific books and articles that are most relevant and appropriate and describes the limitations of the selected literature. Recommendations for course development, educators, and future research are discussed.

The University of Iowa College of Dentistry has expanded its continuing dental education (CDE) offerings to include distance learning on the Iowa Communications Network (ICN). The ICN is a statewide fiber optic network linking 550 sites that provides two‐way interactive audio and video communication. The first course was broadcast on January 30, 1998 to 10 receiving sites across Iowa and was attended by 68 people. The instructor controls what is seen and heard at the remote sites, but participants can enter the discussion by activating their microphones. Recognising that the first distance learning course needed to be successful, the College of Dentistry collaborated with the College of Education to create a highly interactive instructional program. In an evaluation, the participants were almost unanimous in their approval. Ninety‐eight percent said they would attend another course if offered on the ICN. A strong majority of the participants felt the quality of the program was very good and atten...

SUMMARY Students admitted to graduate social work programs possess varying levels of understanding of prerequisite curriculum content. Compounding this situation is that social work educators teaching at the foundation level are now required to provide an expanded array of curriculum content in their courses. This article conceptualizes an Internet-Based orientation course as a unique tool for preparing students with prerequisite curriculum content necessary for successful integration and mastery of a graduate curriculum. Several steps are presented in the design and development of the course: obtaining support and approval, identifying and collecting data, designing and developing course components, and implementing and evaluating the course. Although course development occurs within a social work education setting, findings from this Internet-Based orientation course are applicable to other educational and human service settings.

We describe here the power of multiplicity in learning and teaching. Multiplicity decreases efficiency in the short run, but it encourages the development of powerful new learning and teaching environments in the longer term. If multiplicity is embedded in a systematic evaluation framework, then we can learn from comparisons of what worked and what did not. We will show how six types of multiplicity have been useful for developing and implementing an online master of education program. The comparisons of multiple ways of learning and teaching encourage the examination of the instructional goals and resources available and suggest new ways to choose the technology, activities, format, contexts, and evaluation and assessment tools that are most appropriate for these goals and resources. They allow us to determine both formatively and summatively the effects these educational innovations have on learning and teaching.

We provide guidelines for developing case-based business statistics courses. Specifically, we describe both the benefits and pitfalls of case-based courses, and list resources available for course development. We describe the characteristics of the instructor (and the classroom!) which augur well for case-based teaching.

The World Wide Web is becoming increasingly important for professors and students of literature. Web resources for literary studies are proliferating and a number of institutions are implementing the delivery of literature courses on the Web. At the University of Northern British Columbia, the English department has adapted, designed and offered four English courses for delivery on the World Wide Web: Canadian Literature, First Nations Literature, Postcolonial Literature and Creative Writing. This article will provide an overview of English 430, a course on contemporary Canadian literature that I offered in January 1997 and again in October 1997 (Fall semester). I will conclude with comments on directions for future web course development (in the area of English literary studies), particularly as this development might affect students located outside a large metropolitan area.