Executive SummaryIn this paper, a new academic model that responds to the challenges of a modern society such as the UAE is proposed. This academic model is hybrid as it is outcome driven and also uses the traditional grade point average (GPA). The learning outcomes are used at all stages of the students' academic life. These outcomes are derived from the university's vision of the knowledge and skills that students need to acquire in order to be life-long learners. The framework that constitutes the academic model is composed of the following components: course embedded and higher-order learning outcomes; students and faculty equipped with laptops and campus wide networked classrooms; a center for teaching and learning assessment; and learning communities. These learning communities are responsible for reviewing and modifying the Academic Program Model, and include members from both inside and outside the university. In the final stage of their education, students develop electronic portfolios (e-portfolios) to demo nstrate their achievements. This paper shows how technology can be used to facilitate the learning and assessment processes and how assessment is used to make the learning outcomes component work effectively. It also describes how learning outcomes are used in the development of an information systems curriculum.
A survey based study was initiated in an outcome-based academic institution located in the Gulf region. The goal of this study was to learn about the students' attitude toward using a learning management system (LMS) (Blackboard learn + ) to take charge of their learning and to assess the awareness of the students about the learning outcomes used in the university IT programs. The survey was developed to target students in the College of Information Technology and included three categories: Learning Outcomes, Effective Use of Technology, and Communication and Confidence Development. In the first category, questions were asked to learn about the students' understanding of how learning outcomes are used in the IT College and University. In the second category, questions were asked to learn about the students' ability and willingness to use Blackboard in their courses. In the third category, questions were asked to learn about the students' preferred mode of communication and whether using Blackboard helped them build confidence and become independent learners. a technology mediated learning environment can provide a solution to improve academic performance, students confidence and help students become independent learners. Moreover, instructors can help by choosing the most appropriate teaching methods to foster student learning in segregated academic institutions.
A study was undertaken to investigate the use of mass balance modeling techniques to predict air pollution concentrations in residential settings where the source is evaporative emissions of alternative fuels emitted in the attached garage. Field study measurements of the spatial and temporal distribution of evaporative emissions in an attached garage were used to conduct this investigation. In this field study, known quantities of methanol were allowed to evaporate in the garage. Methanol concentrations were then measured and simulated in the garage. Because chemical and physical properties of this contaminant are clearly understood, it was possible to simulate the concentrations inside the remainder of the house. A multi‐zonal mass balance model (CONTAM88) was used to predict the across‐residence spatial and temporal distribution of concentrations of evaporative emissions from a methanol source inside the attached garage. The model's input data include physical characteristics of the house; parameters characterizing the leakiness of the house; heat, ventilation and air‐conditioning system characteristics; fixed airflow data from vent registers; on‐site meteorological measurements; and information on the contaminant source. Before using the model to simulate methanol dispersions, the model's performance was tested. Sulfur hexafluoride (SF6) measurements were taken throughout the residence and garage. The model was used to predict interzonal airflow rates and SF6 concentration distributions within the garage and the house, as well as to investigate the well‐mixed zone assumption for the garage. Modeling results show that predicted garage SF6 concentrations agreed reasonably well with the measured concentrations under mixed conditions, but the model underpredicted the SF6 concentrations within rooms of the house where mixing was probably incomplete. Methanol simulation results showed that the model underpredicted by approximately 15 percent the garage methanol concentration after methanol emissions stopped. This study found that evaporative emissions in an attached garage have a tendency to infiltrate the house, with rooms adjacent to the garage showing the highest levels of methanol concentrations. Thus automotive evaporative emissions may represent a source of indoor pollution and human exposure in a residential attached garage and also in other critical locations of the residence.
Currently colleges and universities are facing a number of problems, including ill designed curricula that do not address demands from the job market. There is also tremendous pressure from society on academic institutions to provide an education that results in guaranteed employment, especially given the soaring price of higher education. Currently, a number of academic institutions are facing the problem of grade inflation, which has resulted in the grade point average (GPA) model losing its value (Mansfield, 2001). Therefore, academic educational institutions are looking for alternative ways to provide an education that attracts students in a highly competitive world. Several US academic institutions have adopted the outcome based educational model to move away from the GPA driven model. Furthermore, accreditations organizations (such as North Central Association of Colleges and Schools) are requiring academic institutions to present a method to assess students’ learning outcomes, particularly in the general education courses.
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