Sentence examples for curriculum collaboration from inspiring English sources

Evidence from the international health promoting schools literature has suggested that ownership of the health promotion program by school staff, integration of key components into the curriculum, collaboration with key agencies and leadership from school management are likely to be important for school adoption of health promotion programmes [ 18– 20].

Howard Tullman, the ex-lawyer with a sleek West Coast look and air, runs the academy on a belief that too many students are "demotivated" by technology-poor four-year schools, and that the convergence of digital technologies necessitates a cross-disciplinary curriculum, mandated collaboration and faculty from high-tech industries.

The implementation is planned over the four-year medical school curriculum in collaboration with a number of academic departments and specialized community-based agencies.

These include improving early childhood, elementary and secondary education; better school curriculums; closer collaboration with employers to make sure students learn the skills they need on the job; better financial aid; and accountability for programs that do not work well.

The school operates a Quantitative Analysis Center, a fast-growing program providing collaboration across the curriculum and disciplines in data analysis as well as a five-year BA/MA program in the sciences.

In VPE many educational programs create their own curriculum, often in collaboration with industry (e.g. Stiehl and Lewchuk 2008).

We think the weekly code reviews, well-designed curriculum and peer collaboration on real projects can make the learning process considerably more fun and effective.

Sam, on the other hand, indicated that he/she leads curriculum mostly through collaboration, leaving the responsibility over individual courses with the instructor.

The theoretical phases are explained in terms of practical steps and outcomes resulting in pedagogically sound curriculum and effective collaboration between librarian and teaching faculty.

Finally, after applying our temporal and stakeholder lenses, transcripts were further coded according to a combination of a priori themes addressed in our interview protocol (e.g., collaboration, curriculum, resources, and standards) and emergent themes from the transcript analysis (e.g., flexibility, continuity, and content integration).

There are a number of ways in which a knowledge engine can be created, ranging from the radical idea to mixing the academic institutions and campus life with industrial R&D units (cf. Nyman 2013) to UXC-related curriculum arrangements in collaboration with an existing UXC platform.