Expected Outcomes. Each Faculty member as a result of the five- year TEC process will: • Gather and review feedback from student evaluations in a minimum of 3 different classes during the five-year cycle. • Gather data on courses and/or program to determine trends and opportunities to improve student success. • Gather and review feedback from cohort member classroom observations. Each member of the TEC will visit the classroom at least once within the 5 year cycle and provide written and oral feedback to the TEC member. • Complete a self-evaluation based upon student evaluations, data trends, peer feedback and learning insights to fulfill the professional development goals. This is done at the conclusion of the five-year cycle. • Meet with their division xxxx at the conclusion of the five-year cycle to review their completed self-evaluation based upon peer feedback, data, student evaluations, and professional development goals; and discuss the administrative evaluation which must include at least one classroom observation.
Expected Outcomes. The educational goals and objectives for improving student achievement, including how much academic improvement students are expected to show each year, how student progress and performance will be evaluated and the specific results to be attained, as described in Section 5a of the application: Student Performance, Assessment and Evaluation.
Expected Outcomes. 4.1 Before or on the Due Date, the Contractor shall furnish to DRC the deliverables (the “Deliverables”) as listed and explained in the Terms of Reference attached to this Contract as Annex B.
4.2 On or before the Due Date, the Contractor shall submit to DRC all materials collected during the performance of the Services.
Expected Outcomes. Strengthened institutional framework to ensure legal Programme Operator: European and Development Programmes Division within the Donor programme partner: The Norwegian Directorate of Immigration (UDI)
Expected Outcomes. 2.1.1 Direct influence on outcomes
Expected Outcomes. At the end of the course, the participants would be able to:
Expected Outcomes. Consultant will provide FTE in the school. • Consultant will provide a minimum of consultations to school staff on mental health, substance use, and social and emotional development. • Consultant will serve at a minimum of students. • Absentee rate will decrease by percent. • Suspension rate will decrease by percent. • Reported incidents of violence will decrease by percent. • Reported incidents of substance abuse will decrease by percent.
Expected Outcomes. ScalaLife to provide EGI-InSPIRE with active or potential research communities that could become connected to EGI user communities working in the same discipline (the connection points will include the User Community Board at the user level). Information will feed into the VRC analysis. • EGI-InSPIRE will provide the necessary support towards defining the potential benefits and related mechanisms around the VRC model. • EGI-InSPIRE will provide the necessary support to interface the LSGC VRC with the ScalaLife Competence Center. • ScalaLife will make available to EGI-InSPIRE training material, application details, documentation and presentations, either directly via ScalaLife’s web portal or by depositing it in the EGI Training Marketplace or in the EGI Application Database provided by EGI- InSPIRE. Similarly, ScalaLife will feature relevant EGI training material in their Competence Center. • Prioritised requirements from ScalaLife submitted on a periodic cycle to be agreed. • All actions will be reported as part of the standard formal EGI-InSPIRE and/or ScalaLife deliverables. The other party will be invited to contribute to these reports.
Expected Outcomes. 10.1 • Members will receive services and care that is consistent with individual needs and outcomes identified in the member’s individual service plan. • Members shall be afforded the opportunity to evaluate and provide feedback regarding services received.
Expected Outcomes. During the second year and part of the third year of the eViP project all the partners of the consortium will use the central EVDB-database and the instruments concerning curricular integration, compiling their mutual experiences with the repurposing of VPs. At the moment simple reporting of student responses and the possibility to download these responses in Excel format is available for the design instruments. In the future more elaborate reporting (e.g. on multiple VPs) can be expected. To give an impression how the simple reporting of student responses look like, some screenshots of the response of 100 Polish students who used the case ‘71-letnia kobieta z bólami głowy’ (A 71 year old patient with headache) are shown below:
Fig. 1 General overview of all students’ responses evaluating a single VP; the user may select individual questions for a more detailed view (as in Fig. 1 and 2)
Fig. 2 Distribution of answers to individual questions is presented graphically in the detailed view of the EVDB-tool. Free text comments to the questions are presented below the charts (Fig.3)
Fig. 3 Despite the overall positive opinion of students regarding the VP (e.g. Fig.2), the evaluation tool indicates problems with the correct alignment of this case into the curriculum.
