One of the core aims of education is to prepare students who have the ability to leverage their learning beyond the classroom. This is particularly important during the transition between school and work, a period where recent graduates are expected to apply what they have learned in an educational context to address real-world problems. In engineering programs, capstone courses are typically designed to facilitate this process. By asking students to synthesize and apply both technical knowledge and professional skills in a practical application, these courses have come to play a pivotal role in preparing students for work. However, for capstone courses to be effective at accomplishing what they were designed to do, students must be able to transfer what they have learned in capstone into the workplace. Existing scholarship on transfer tends to focus on identifying the mechanisms by which transfer occurs, typically through experimental studies. Yet, few studies have thoroughly examined the transition between capstone and work, and even fewer have begun to ask what knowledge, skills, and attributes (KSAs) are transferring between the two contexts. The purpose of this qualitative multi-case study was to understand the nature of transfer between capstone and work among recent engineering graduates entering the workforce. Using Actor-Oriented Transfer as a theoretical lens, this study prioritized participants' interpretations of what transfers between the two contexts instead of the researchers' perception of what should be transferring. The perspectives of eight recent graduates from mechanical engineering and engineering science programs at four institutions were analyzed in the study. Using weekly reflective journals and interviews that took place three, six, and twelve months after beginning employment, data was analyzed to (1) identify instances of successful transfer and (2) determine what factors enable or inhibit transfer between capstone and work. Four types of KSAs emerged from the analysis: interpersonal skills, analytical skills, strategizing skills, and disposition. Additionally, the cross-case analysis revealed that four main factors influence transfer: access to support and resources, project structure, contextual differences, and attitudes. This study highlights the nature of transfer between capstone and work and draws attention to the primary types of transfer and factors that affect transfer between these two contexts. In addition, it emphasizes the importance of shifting the narrative away from experimental studies of transfer by prioritizing participant perceptions through a qualitative multi-case methodology. The results of this study have implications for researchers, instructors, and employers with an interest in the success of engineers during their critical transition from school to work. / Doctor of Philosophy / One of the core aims of education is to prepare students who have the ability to leverage their learning beyond the classroom. This is particularly important during the transition between school and work, a period where recent graduates are expected to apply what they have learned in an educational context to address real-world problems. In engineering programs, capstone courses are typically designed to facilitate this process. By asking students to synthesize and apply both technical knowledge and professional skills in a practical application, these courses have come to play a pivotal role in preparing students for work. However, for capstone courses to be effective at accomplishing what they were designed to do, students must be able to transfer what they have learned in capstone into the workplace. Though many studies on transfer exist in current literature, few studies have thoroughly examined the transition between capstone and work, and even fewer have begun to ask what knowledge, skills and attributes (KSAs) are transferring between the two contexts. The purpose of this study was to understand the nature of transfer between capstone and work among recent engineering graduates entering the workforce. Using a multi-case study design, this study prioritized participants' interpretations of what transfers between the two contexts instead of the researchers' perception of what should be transferring. The perspectives of eight recent graduates from mechanical engineering and engineering science programs at four institutions were analyzed in the study. Using weekly reflective journals and interviews that took place three, six, and twelve months after beginning employment, data was analyzed to (1) identify instances of successful transfer and (2) determine what factors enable or inhibit transfer between capstone and work. Four types of KSAs emerged from the analysis: interpersonal skills, analytical skills, strategizing skills, and disposition. Additionally, the analysis revealed that four main factors influence transfer: access to support and resources, project structure, contextual differences, and attitudes. This study highlights the nature of transfer between capstone and work and draws attention to the primary types of transfer and factors that affect transfer between these two contexts. In addition, it emphasizes the importance of using interviews and other qualitative methods to study transfer. The results of this study have implications for researchers, instructors, and employers with an interest in the success of engineers during their critical transition from school to work.

Respiratory Syncytial Virus (RSV) infects the lower respiratory tract in children under the age of two years and is spread through droplet and contact with infected persons. An estimated 200,000 children suffer from complications of RSV annually worldwide. Palivizumab is a monoclonal antibody used to immunize children from RSV and has been on the market since 1988. In 2014, the American Academy of Pediatrics (AAP) updated its policy for recommendation of RSV in premature infants. The objective of this capstone is to propose an evaluation framework with an example of how it could have been applied to assess the impact of the AAP policy change on RSV vaccination use and RSV outcomes among premature infants. The proposed evaluation framework would be a unique link between birth certificate records and surveys of parents/guardians of 32 week gestation premature infants or less in the metropolitan Atlanta area. The birth certificate data would identify “at risk” infants and would allow for selection of a sample of parents/guardians, both pre-policy change (August 1, 2013 to July 30, 2014) and post-policy change (August 1, 2014 to July 30, 2015). The primary endpoints would be: initiation and completion of the RSV vaccine series and RSV infection rates. Moderating variables would be obtained from birth certificate data (e.g. mother’s education and race) and survey data (e.g. attitudes toward vaccine acceptance). The evaluation framework proposed in this Capstone can be used in future analyses of RSV vaccination policy changes. It can also be generalized to other geographic areas in the US and used for routine surveillance of RSV vaccination use and RSV outcomes.

Class of 2013 Abstract / Specific Aims: To determine the impact of a capstone course, Pharmacy Practice (PhPr) 811 entitled Advanced Patient Care, on preparing third-year University of Arizona College of Pharmacy (UA COP) Doctor of Pharmacy (Pharm.D.) students for their advanced pharmacy practice experiences and their future responsibilities as members of interprofessional healthcare teams. Methods: This study used pretest-posttest design. A survey was utilized to assess both the student’s self-confidence and knowledge in managing eight, commonly-encountered acute and chronic disease states. The students’ level of self-confidence in clinically managing patients with the specified disease states was measured using 17 questions on a 5-point Likert-type scale, while their knowledge was assessed using eight multiple-choice questions. Main Results: A total of 83 students participated in the study by completing both the pre- and post-course surveys (87.4% response rate). Following completion of the course, mean confidence score increased significantly to 4.01 (±0.80, p<0.001), while mean knowledge score increased slightly to 6.85 (±1.08). Positive change scores were determined for each self-assessed confidence item (0.90 ± 0.90), which indicated a significant increase in students’ overall level of confidence (p <0.001). On the other hand, the change in knowledge resulted in an overall positive change (0.47 ±1.19), which was not statistically significant (p= 0.47). Conclusion: The Advanced Patient Care course, PhPr 811, positively impacted the students’ self-assessed level of confidence. Even though the level of knowledge did not change significantly due to high baseline level, the students’ confidence level for clinical management increased significantly after participating in the capstone course.

Local Public Health programs are at the frontline of Georgia’s struggle to prevent disease, prolong citizens’ lives, and promote health. In recent history it has been observed that both Georgia’s citizens and state government do not completely understand the breadth of the Public Health system and all it beneficiaries. Unfortunately this lack of comprehension about the scope of Public Health programs has lead to a significant decrease in support and funding. This capstone project describes the systematic development of an online educational portal that is a central tool used in the Public Health advocacy campaign in Georgia, “Partner-Up for Public Health”. An electronic database of Public Health statistics for all of Georgia’s counties (n=159) was created using secondary sources. The database presents data on four primary domains: geographic/population descriptive statistics, broad social determinants of health, health indicators, and health outcomes. Within these domains, there are a total of twenty-one indices. This project is important because it collects and presents Public Health information into one centralized location for easy retrieval and is formatted to deliver content in non-technical jargon. A hallmark of the online portal is that it facilitates the mobilization of information and tools necessary for Georgian’s to advocate for local Public Health action, programs, funding, and political attention.

Engineering education serves to provide society with competent engineering graduates, capable of making a difference to their profession and the world around them. Since the Grinter Report of the 1950s in the United States, engineering education has focused its approach upon improving the technical and analytical competencies of engineering students. Many practicing engineers find that recent graduates are adequately developing their technical skills but are lacking in a deep-knowledge of engineering’s core creative process: design. Although there has been an increase in design instruction in some engineering programs, there is typically a lack of focus on related assessment, which forms a key part of the educational process. Students focus their efforts upon that which is being graded, resulting in students focusing on achieving deliverable requirements rather then on deeply learning the process and techniques of engineering design. The research question asked was: will students be more likely to achieve core course objectives and learning goals in an intensive, multidisciplinary course by using a well tailored rubric-based assessment process, in comparison to a more “traditional” course assessment scheme? Traditional course assessments often focus upon the success of a final deliverable for students to achieve a good mark, and in design courses can focus on the success of the final product. Student opinion towards its implementation and value in helping them reach learning goals was surveyed to determine the usefulness of the rubric in helping to reach course objectives and learning goals. These surveys indicated: strong student support for the use of a rubric system; a positive student response to the feedback being provided to them through weekly rubric-based advice; the rubric provided a suitable level of detail to be helpful to students in achieving course objectives; students were capable of internalizing the learning goals and using the assessment system to evaluate their peers; and finally that the assessment system was a viable alternative to traditional course assessments. / Thesis (Master, Civil Engineering) -- Queen's University, 2008-09-24 16:21:34.954

Capstone courses are well embedded into the curriculum of undergraduate programs in Colleges of Business and are often used to assess program outcomes and curricular goals. Assessment of best practices of Capstone programs and skills within Capstone courses are examined as assurance of learning requirements under AACSB mandates. The conceptual framework of problem-based learning serves as the foundation for national Capstone course models with student-centered pedagogies that enhance learning about a subject through the experience of problem solving by using thinking strategies and domain knowledge. Rubrics assess student mastery of content, professionalism, organization, language structure and presentation skills. The main purpose of this study was to determine to what extent students provided evidence of skills and competencies, as demonstrated through Capstone projects and presentations at a large metropolitan university in Central Florida, which were required to meet the needs of potential employers. Using focus group research, this study examined and interpreted Capstone student papers and presentations to determine to what extent the skill sets evidenced were sufficient for hiring entry-level positions in community business partners' respective organizations. This study served to contribute to an understanding of the factors that should be embedded in course design, linking assignments to course objectives, and overall curricular goals in order to fulfill assurance of learning requirements as established by AACSB mandates.

No description available.

Le continent africain a connu une grande période de conflictualité dans les années 1990 ; cettepériode coïncide avec l’essoufflement des politiques purement altruistes des pays occidentauxqui, hésitent de plus en plus à engager leurs troupes dans des conflits qui ne sont pas les leurs.En Afrique, le maintien de la paix est un défi de tous les temps ; l’Union africaine doit réagiraux menaces contre la paix et la sécurité par des réponses collectives fondées et soutenues pardes mécanismes cohérents.D’une résolution des conflits centralisée et contrôlée par le Conseil de sécurité des Nationsunies, s’est progressivement mis en place une alliance entre le système des Nations unies etl’Union africaine ; l’affirmation des interdépendances dans la recherche de la stabilitéimplique la coordination des stratégies et des programmes de sécurité et de défense entre lesdifférents acteurs de la paix sur le continent.Les mécanismes d’action sont repensés et les stratégies bouleversées. Et pour éviter lajuxtaposition des acteurs et l’évitement du chaos, la cohésion et la coordination entre desinstitutions prend son élan.La CEDEAO a prouvé sa capacité à mener une force d’interposition jusqu’au cessez-le-feu etle retour de la paix dans le conflit du Libéria ; elle s’est dotée de mécanismes d’interventionreconnus et structurés qui vont servir de levier à l’UA dans l’élaboration de ses propres outilsde maintien de la paix et de la sécurité sous régionales et régionales.La gestion des conflits va être rénovée avec une vraie architecture de paix et de sécurité del’Union africaine qui, désormais, s’est dotée de mécanismes fonctionnels et de forcesafricaines formées, opérationnelles et surtout interopérables avec les forces des organisationsinternationales.La question de la sécurité et de la stabilité en Afrique et les enjeux de reconstruction qu’ellepose, a nécessité la redéfinition des relations internationales en Afrique subsaharienne.Ces problématiques vont permettre à l’Union africaine d’élaborer et d’instituer la gestion desconflits sur le contient. / The African continent has experienced a long period of conflict in the 1990s, this periodcoincides with the exhaustion of purely altruistic policies of Western countries, increasinglyreluctant to commit troops in conflicts that are not theirs.In Africa, peacekeeping is a challenge of all time, the African Union must respond to threatsagainst peace and security through collective responses based and supported by coherentmechanisms.In a conflict resolution controlled and centralized by the United nations Security Council, hasgradually established an alliance between the UN system and the African Union. Theassertion of the interdependencies in the search for stability involves the coordination ofstrategies and programs of security and defense between the different actors of peace on thecontinent.The mechanisms of action are reconsidered and the strategies changed. And to avoid thejuxtaposition of actors and avoiding chaos, cohesion and coordination among institutions isgaining momentum, its dash.ECOWAS has a proven ability to lead a peacekeeping force until the cease-fire and the returnof peace in the conflict in Liberia. It has mechanisms recognized and structured interventionthat will serve lever to the African Union in developing its own tools for peacekeeping andsecurity sub-regional and regional.Conflict management will be renovated with a real architecture of peace and security of theAfrican Union, which now has functional mechanisms and African forces trained, operationaland especially interoperable with the forces of international organizations.The issue of security and stability in Africa and the challenges of reconstruction it poses,necessitated the redefinition of international relations in sub-Saharan Africa.These issues will enable the African Union to work out for developing and establishingconflict management on the continent.

Employers of newly minted information technology graduates are concerned that students graduating with information technology degrees offered in online environments are lacking critical noncomputing skills (soft skills). Further, it is unclear whether online environments have the capacity to foster the "soft skills" necessary for graduates to be successful in actual work environments. On-ground universities have tried multiple solutions including integrating soft skills into lower division courses--both technical courses and general education courses. On-ground universities have also suggested incorporating performance-based capstone experiences into technical degree programs. While much research has been done in evaluating the value of capstone experiences in face-to-face environments, research investigating the potential of such an experience to enhance and demonstrate soft skills resulting from the engagement in an online environment is lacking. The purpose of this study was to examine the value of a project-based capstone experience in promoting and assessing the enhancement of soft skills in an online undergraduate information technology degree program. The main goals of this research were to discover whether online competency based programs and the culminating project-based capstone promoted enhancement and demonstration of critical soft skills necessary to succeed in information technology work environments. Results of the study were based on analysis of interviews, curriculum and literature reviews, and extant survey data. A standout outcome of the study includes a new Gains' in Soft Skills Scalelet based on National Survey of Student Engagement (NSSE) survey questions to measure gains in soft skill competence. Several conclusions can be drawn from this study. First, critical soft skills are taught and demonstrated as a result of engagement with the online competency-based undergraduate information program. Second, it appears that some soft skills are more strongly emphasized than others thereby implying that the online learning model may be well suited to teaching and demonstrating some soft skills and not others. Finally, the culminating project-based capstone experience appears to be missing two key requirements: team participation and oral presentations.

Jobs are available for university graduates with entrepreneurship skills, but unemployment in Morocco persists because of the dissociation between university entrepreneurship graduate skills and professional market demand. While university graduates have achieved academic standards, they have lacked the entrepreneurial attributes to be employable. The purpose of this case study was to explore the use of entrepreneurship learning initiatives at Université Internationale de Casablanca (UIC), a private for-profit university, to promote students' employability. The constructivism and learning paradigm frameworks served as the theoretical foundations of this project study. The research questions addressed the effectiveness of entrepreneurship learning strategies in the promotion of students' employment and self-employment and what challenged their implementation at UIC. Data were collected from 11 individual interviews with students, academic leaders, and business professionals and from accreditation application documents. The interviews were recorded, transcribed, and hand analyzed for the discovery of thematic codes. Results indicated that the implementation of a capstone project model could cultivate entrepreneurial student experience. It was recommended that comprehensive business plan capstone projects presented the opportunity of integrating experiential learning activities and assessment tools to develop the entrepreneurial mindset of undergraduate students and increase their affective attachment to the course and the university. Implications for social positive change included the use of entrepreneurship learning to foster internal collaboration among faculty, promote university external partnerships, and create an experiential learning environment that motivates students to learn and achieve professional immersion.