Learning Outcomes Sample Clauses
Learning Outcomes. As a Resident Assistant, we expect you to learn from the position and have new experiences that ▇▇▇▇▇▇ growth and development. The learning outcomes identified for all students in leadership positions are listed below. As you have one on ones with your Resident Director, you will discuss your learning in these areas.
Learning Outcomes. See the course syllabus for specific student learning outcomes.
Learning Outcomes. After successfully completing this program, the student will be able to perform the following:
Learning Outcomes. It is the responsibility of the Licensee to participate in a planning call with Renaissance a minimum of 2 weeks prior to the delivery of the Professional Services to determine the agreed upon learning outcomes. Renaissance will plan the delivery of the Professional Service to meet those pre-determined learning outcomes. At times the needs expressed by the participants of the Professional Services event do not exactly match the learning outcomes identified in the pre-planning meeting. Renaissance will use commercially reasonable efforts to address those needs as time allows, but Renaissance will first focus on fulfilling the learning outcomes agreed to during the pre- planning meeting.
Learning Outcomes. The parties have agreed that the following learning outcomes should be achieved during the learning mobility:
Learning Outcomes. At the conclusion of the PSA Intern Training Program, the intern will be able to: • Demonstrate systematic, appropriate and thorough procedures in all steps of supplying pharmaceutical products and services. • Demonstrate a commitment to the highest standards of personal and professional ethics and legal practice, including accepting responsibility for the outcomes of individual decisions and actions. • Demonstrate the use of appropriate skills in communicating health information and building positive relationships with patients, carers and other health care professionals, including promoting public health. • Effectively access, evaluate, synthesise and disseminate medicine and health information to patients, carers and other health professionals. • Effectively promote and contribute to the optimal use of medicines by patients and other health care professionals. • Effectively assess and address primary health care needs of patients, including first aid. • Demonstrate effective planning and organisational skills in the management of the business related to pharmacy. • Demonstrate an appreciation for, and commitment to, continuing professional development, and understand the importance of life-long learning. The PSA Intern Training Program is designed to be flexible to fit the interns’ needs and can be completed in a minimum period of nine months up to a maximum period of 24 months. The standard program timeframe is nine months. The PSA Intern Training Program comprises various components, each designed to guide the intern through the transition from student to competent pharmacist. All activities must be successfully completed and all documents submitted to meet the requirements of the PSA Intern Training Program. All components must be completed within two years of commencing the program. A completion certificate will be awarded to the intern on successful completion of the PSA Intern Training Program. Interns must successfully meet the competencies as outlined in the National Competency Standards Framework for Pharmacists in ▇▇▇▇▇▇▇▇▇ ▇▇▇▇. Forms of assessment of these competencies will include satisfactory completion of: • View mandatory orientation eLecture • Participate in mandatory workshop one and two • Five online modules • Public health education project • One practical assessment • Reflective journal entries • Complete one career pathways module • Documentation:
Learning Outcomes. The College shall be responsible for ensuring that P-TECH faculty understand the necessary learning outcomes for dual credit courses. The College will provide the P-TECH and dual credit instructors with details for all professional development that the College's respective departments offer. AISD shall require P-TECH faculty to attend the edit learning outcomes training. The College shall designate personnel to monitor instructional quality to ensure compliance with applicable course articulation agreements and the standards the state, SACS, the College, and AISD establish. AISD shall be responsible for ensuring that P-TECH faculty understand the necessary learning outcomes for high-school-level courses.
Learning Outcomes. The Consortium and its Partners undertake that EMLE graduates shall be able to convey insights from EAL in a clear way to both a specialised and a non- specialised audience, to apply EAL in court cases and to formulate policy opin- ions considering social responsibilities. EMLE graduates shall also have the capabilities for pursuing additional studies autonomously. This includes, most notably, interdisciplinary research in legal and/or economic fields. The agreed EMLE learning outcomes are detailed in Annex I.
Learning Outcomes. The parties have agreed that the following learning outcomes should be achieved during the learning mobility: [Add or remove outcomes as needed for each participant] Outcome 1: [Title] Relevant subject, skill or competence: [This may be formal subjects included in the curriculum, or specific skills and competences, including those acquired through informal and non-formal learning (for example ‘inter-cultural competence’)] Description: [Provide a short and clear description of the expected learning outcome in form of statements about what the participant should know, understand and/or be able to do following the completion of their mobility] Relevant subject, skill or competence: Description:
Learning Outcomes. The goal of this project was for college undergraduates to create textile designs for bookmarks, key fobs, baseball caps or headbands and t-shirts that included specific criteria for LED lamps, conductive thread and battery placement. The designs were developed to engage female middle school students in science, technology, engineering and mathematics (STEM) learning by bringing STEM to traditionally female domains like sewing, crafting, fashion and apparel design. The textile design students learned new design aspects for an atypical market. They were exposed to designing with supplies that were not ordinarily found in textile or apparel products. They also learned the LED circuitry technology in order to be able to successfully incorporate it into their designs.