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What we have offered in this chapter is an aligned approach that starts with looking at outcome metrics to assess the performance of a university or program (major or degree), modeling on a Baldrige National Performance Award recipient. Then we moved to the design of the program to meet the keys skills and knowledge required in defined careers. This data came from the O*NET database. These defined skills and knowledge are then allocated to specific courses in the programs where metrics of defined learning were articulated.

We then moved to the design of courses to enhance student engagement and as tools to build processes for understanding and operating successfully in an environment that calls for discretionary thinking and actions. Innovative programs build the kind of group interaction that develops the person's ability to operate in a host of career environments. The two course design approaches that were advocated, international consultancy and business plus design, lead to increased knowledge and skill development for many of those defined in the O*NET database.

Lastly, we moved to the importance of building an effective course environment through "high involvement classroom management strategies." We focused specifically on the problem of student incivility. Several approaches were offered as a means to build the kind of classroom environment that would lead to greater student and faculty member satisfaction while building an effective learning environment.

We advocate an aligned approach to learning as central to building an effective learning approach and environment to challenge the students and better prepare them for the knowledge and skills they will need in their chosen career.


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