With the proliferation of technology usage, it is essential to understand the effect of implementation of technology in the academic setting. Specifically, this article examines the impact of eBooks and mobile devices on student learning. A pilot study was conducted with three areas of interest. The first question of interest found that owning or having access to two or more mobile devices significantly increased respondents' frequency of accessing eBooks. The second question examined the pros and cons of using mobile devices. Accessibility and cost savings were found as pros; while functionality and pedagogy were reported as drawbacks to mobile device usage. Furthermore, usability responses varied. The third question examined the effect of mobile device use on student learning. Findings show that eBooks and mobile device use in the classroom have a significant impact on the student's educational experience.
To meet accreditation requirements, many programs have used indirect measurements focused on student perceptions, which are sufficient to meet current Educational Policy and Accreditation Standards (EPAS) requirements. This article assists programs with measurement of the ten 2008 EPAS competencies by presenting two new instruments that measure implicit and explicit curriculum and compliment the already-existing Baccalaureate Educational Assessment Package (BEAP) instrument set. The Foundation Curriculum Assessment Instrument provides a direct pre–post measurement of how well a program's curriculum prepares students for practice. The Field/Practicum Placement Assessment Instrument focuses on the measurement of field education competencies. As demonstrated in a matrix, the BEAP instruments provide measures of all 41 competencies and the knowledge, values, and skills that help define them.
This article describes the use of the Baccalaureate Educational Assessment Project (BEAP) to assist programs and faculty in meeting the challenging tasks of assessing program outcomes. The BEAP is a package of evaluation instruments that help social work programs assess student outcomes, as required by Council on Social Work Education accreditation standards. The article discusses the evolution of the BEAP model and considers its relevance in helping social work programs assess student outcomes. An overview of some of the data available to programs is provided along with a description of how these may be used for program assessment. The article concludes by describing how programs can become involved in using the BEAP and discussing future considerations.
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