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3 results on '"Lovin, Barbara Keelor"'

1. Meeting the Informal Learning Challenges of the Free Agent Learner: Drawing Insights from Research-Based Lessons Learned. Innovative Session 1. [Concurrent Innovative Session at AHRD Annual Conference, 2000.]

Author

Marsick, Victoria J., Volpe, F. Marie, Brooks, Ann, Cseh, Maria, Lovin, Barbara Keelor, Vernon, Sally, Watkins, Karen E., and Ziegler, Mary

Abstract

The concept of the free agent learner, which has roots in self-directed and informal learning theory, has recently emerged as a factor important to attracting, developing, and keeping knowledge workers. The literature on free agent learning holds important lessons for today's free agent learners, human resource developers, and work organizations. Self-directed learning occurs on a just-in-time basis in response to strongly felt challenges situated within highly relevant contexts. At least theoretically, free agent learners are highly self-directed in their learning. Organizations employing knowledge workers have generally changed the nature of the psychological contract between free agent learners and the organization; however, they have not always adjusted systems, rewards, and cultures to support proactive, free agent learners. Organizations that want to keep free agent learners motivated and engaged must take the following steps: make time and space for learning; provide mechanisms for continual scanning of the environment; stimulate heightened awareness around learning; build programs around goals and turning points; provide opportunities for reflection in action; and work around problems engendered by climates that are often riddled with a lack of trust and high rewards for individual achievement at the expense of others with whom employees should be collaborating. (Contains 41 references.) (MN)

Published
2000

2. Emergency Medical Science (T-139). Curriculum Models, Guidelines, and Outcome-Competencies.

Author

North Carolina State Dept. of Community Colleges, Raleigh. and Lovin, Barbara Keelor

Abstract

Developed for use by curriculum planners in Emergency Medical Science (EMS) programs throughout the North Carolina Community College System (NCCCS), and by evaluators in their reviews of existing programs, this manual provides a model set of guidelines for the education and training of the Emergency Medical Technician-Paramedic (EMT-P) in pre-hospital settings. Chapter I presents information about the NCCCS, the EMS program, and the Competency-Based Curriculum Project from which the manual was produced. Chapter II reviews the legal statutes and regulations, and professional standards governing EMT-P practice; describes program accreditation procedures; reviews job titles; and describes job opportunities available to EMS program graduates. Chapter III reviews tasks, competencies, and evaluative criteria arranged by subject area and correlated to courses in the model curriculum. Chapter IV presents curriculum standards for EMS; describes the model curriculum; and presents course descriptions and outlines for 27 courses in the curriculum. The final chapter provides guidelines for EMS program implementation and support, reviewing the roles and responsibilities of the instructional faculty, program director, clinical faculty, medical director, and the advisory committee; outlining student admission, enrollment, and evaluation procedures; describing student progression through the training levels; reviewing physical plant facilities, equipment, library resources, and textbooks and references; and listing professional associations. Appendixes include accreditation standards; applicable state human resources regulations; project data; sample clinical evaluation criteria; and a suggested equipment list. (PAA)

Published
1991

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