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Exam Code: FSDEV Practice exam 2022 by Killexams.com team
FSDEV BCS Foundation Certificate in Systems Development

One hour 'closed book' with 40 multiple choice questions
Pass mark is 65% (26/40)
Specific learning objectives
A comprehensive range of Topics are covered, including:
Introduction to systems development
Life cycle types and their rationales
Business analysis
Requirements engineering
Making a business case
Programming and development approaches
Systems modelling and specification techniques
Systems design
System architecture
Quality and testing
Implementation and changeover
Evaluation and maintenance
Software support tools

Introduction to Systems Development (5%, K2) 7
2. Lifecycle types and their rationales (10%, K2) 7
3. Business Analysis (5%, K2) 8
4. Requirements Engineering (10%, K2) 8
5. Making a Business Case (10%, K3) 9
6. Programming and Development Approaches (10%, K2) 10
7. Systems Modelling and Specification Techniques (10%, K2) 10
8. Systems Design (10%, K2) 11
9. System Architecture (5%, K2) 12
10. Quality and Testing (10%, K2) 13
11. Implementation and Changeover (5%, K2) 14
12. Evaluation and Maintenance (5%, K2) 15
13. Software Support Tools (5%, K2)

This BCS Foundation Certificate in Systems Development is designed for anyone involved in or affected by the development of IS/IT systems: this extends to Business and Systems Analysts, Designers, Developers, Testers and other users and practitioners who want an understanding of the coverage of Systems Development. Candidates will be able to demonstrate an understanding of the principles systems development and delivery, including, life cycle approaches, architecture, business analysis, requirements engineering, systems modelling, design, development, testing, implementation and communication between the various roles involved in systems development and delivery.
This exam sits below the range of BCS modular Certificates in Systems Development and the BCS Diploma in Solution Development. It can be used to provide a foundation in the subject for certified in other disciplines.
A pass in this Certificate is an optional requirement of the BCS International Diploma in Systems Development, for candidates wishing to follow that certification pathway later.

Specific Learning Objectives
A comprehensive range of Topics are covered, including:
 Introduction to Systems Development
 Life Cycle types and their Rationales
 Business Analysis
 Requirements Engineering
 Making a Business Case
 Programming and Development Approaches
 Systems Modelling and Specification Techniques
 Systems Design
 System Architecture
 Quality and Testing
 Implementation and changeover
 Evaluation and maintenance
 Software Support Tools

Syllabus
For each top-level area of the syllabus a percentage and K level is identified. The percentage is the exam coverage of that area, and the K level identifies the maximum level of knowledge that may be examined for that area.
1. Introduction to Systems Development (5%, K2)
The objective is to understand the scope of systems development work and its relationship to other associated disciplines.
1.1 What is systems development
1.2 The scope of systems development
1.3 Relationship with other disciplines such as project management, programming, testing, service management, change and configuration management
2. Lifecycle types and their rationales (10%, K2)
The objective is to understand the range of systems development lifecycles, their application, advantages and disadvantages. 2.1 Systems Development Lifecycles
 Waterfall model
 V model
 Incremental model
 Spiral model
 Unified Process
2.2 For each lifecycle
 Principles and rationale
 Structure and stages
 Advantages
 Disadvantages
 Selection criteria
 Team roles and responsibilities
2.3 Adaptation and customisation of the lifecycles
2.4 Project management and the lifecycles
 Responsibilities of project managers in systems development
 Difference between project life cycles and systems development life cycles

3. Business Analysis (5%, K2)
The objective is to understand the objectives, activities and deliverables of business analysis
work.
3.1 Definition of Business Analysis
3.2 Holistic discipline
 Focus on business problems and opportunities
 Bridge between business and IT
3.3 Place of Business Analysis in the development lifecycle
 Feasibility study
 Requirements analysis
 User acceptance testing
 Implementation
 Post-implementation review/benefits realisation
3.4 Outcomes from Business Analysis
 People change
 Process change
 IT/IS change
 Organisation change
4. Requirements Engineering (10%, K2)
The objective is to understand the core activities of the requirements engineering approach
and the techniques used to define, document and manage requirements.
4.1 Key areas of Requirements Engineering
 Requirements elicitation
 Requirements analysis
 Requirements negotiation
 Requirements documentation
 Requirements validation
4.2 Techniques for requirements elicitation
 Workshops
 Interviews
 Observation
 Questionnaires
 Scenarios
 Prototyping
 Document analysis
4.3 For each elicitation technique
 Purpose of the technique
 Advantages
 Disadvantages
4.4 Types of requirements
 Functional
 Non-functional
4.5 Prioritising requirements
 Reasons for prioritisation
 Approach to prioritisation
4.6 Managing requirements
 Recording requirements documentation
 Change control
 Version control
 Traceability
 CASE tools
4.7 Analysing and validating requirements
 Feasibility checking
 Ensuring the consistency and correctness of the requirements
 The validation process and roles
 Responsibilities of the reviewers
5. Making a Business Case (10%, K3)
The objective is to understand the purpose of producing a business case and the structure and contents of a business case.
5.1 Feasibility checking
 Business feasibility
 Technical feasibility
 Financial feasibility
5.2 Elements of a business case
 Background and context to the business case
 Options
 Costs and benefits for each option
 Impacts of each option
 Risks of each option
 Recommended actions
5.3 Identifying, evaluating and selecting options
5.4 Principles of cost/benefit analysis
5.5 Principles of impact and risk analysis
6. Programming and Development Approaches (10%, K2)
The objective is to appreciate the different approaches to programming and development of software solutions and identify the key features of each.
6.1 Types of development approaches (these are not necessarily mutually-exclusive)
 Agile Approaches
 Extreme programming
 Iterative and incremental approaches (Dynamic Systems
Development Method)
 Exploratory/empirical approaches (Scrum, Adaptive Systems
Development, Crystal, Lean Development)
 Feature driven development
 Test driven development
 Procedural
 Waterfall lifecycle
 Structured Programming
 Object-Oriented approaches
 Service Oriented
 On Demand Software
 Application Service Provider (ASP)
 Open source development
 Commercial off-the-shelf packages (COTS)
7. Systems Modelling and Specification Techniques (10%, K2)
The objective is to understand the importance of modelling and documentation in the systems development process, to identify the different types models and be aware of the various perspectives they address.
7.1 Reasons for modelling
 To aid communication between actors
 As a basis for rigorous development
 To provide a standard approach
 To ensure consistency across the development
 To assist in the identification of re-use
 To compare the current situation with the required
7.2 Modelling from different perspectives
 Examples of models
 Modelling perspectives of ‘Why; What; How; When; Who; Where
 Modelling static data (top down and bottom up)
 Modelling process and business rules
 Modelling dynamic behaviour
 Modelling user interface
7.3 Cross-referencing different modelling perspectives
 Cross-referencing process and data (e.g. CRUD)
 Cross-referencing process and objectives
 Cross-referencing user roles and processes
7.4 Documentation and specification
 Importance of documentation
 Documentation configuration management and version control
 Keeping documentation up to date
8. Systems Design (10%, K2)
The objective is to recognise the fundamental objectives and principles of good systems design.
8.1 The location of systems design in the systems development lifecycle
8.2 The objectives and constraints of systems design
 Objectives reflect many of the software qualities also identified in section
10. They include the need to deliver required functionality, reliability, maintainability, flexibility, expandability, usability, efficiency, re-usability, testability and adherence to standards
 Constraints on design include budget, time, skills available, influence of current (legacy) systems, target hardware and software platforms and internal politics
8.3 Input design, input technologies and their application
 Keyboard input considerations including data validation and data
verification requirements
 Existence check
 Range check
 Format check
 Cross-field (consistency) check
 Cost, time and accuracy advantages of direct data input
 Direct data input technologies including signals, voice, scanning, Optical Character Recognition (OCR), Magnetic Ink Character Recognition (MICR), Optical Mark Recognition (OMR), bar codes, swipe cards and mouse
 Application of direct data input technologies within given scenarios
8.4 Output technologies and their application (screen and form design is covered in the interface design and usability section of the syllabus)
 Output design technologies including different types of screens, printers and digital media, public display screens (for example, at bus stops) and mobile telephones
 Application of output design technologies within given scenarios
8.5 The objectives and principles of process design
 Stepwise refinement – the process of the elaboration of requirements
 Expressing processes through the constructs of sequence, condition and repetition
 Modularity and the principles of coupling and cohesion
 The principles of abstraction, encapsulation and generalisation
8.6 The objectives and principles of data design
 The aims and principles (but not conduct) of normalisation
 File organisation methods: serial, sequential, index-sequential and random
 File access methods: searches, indexes and algorithms
 Principles of hierarchical, network, relational and object-oriented database
management systems
8.7 The design of codes
 Factors affecting the design of a successful code, including uniqueness, stability, expandability and length
 The principles of facetted codes
 The use and definition of check digits
8.8 The scope and principles of security design
 Physical security of the computer environment
 Logical security measures such as passwords
 Firewalls, anti-virus software and spy-ware
 The function and content of audit trails
 Principles of the Computer Misuse Act
 Principles of the Data Protection Act
9. System Architecture (5%, K2)
The objective is to recognise the importance of a well-developed architecture as an integral
part of good system development.
9.1 Types of architecture
 Enterprise architecture and IT architecture
 Systems and application architecture
 Data architecture
9.2 Objectives and principles of systems architectures
 What is an IT architecture?
 Why is an architecture important?
 Underlying principles of architectures
9.3 Stakeholders and roles in architecture
 Customers and sponsors
 Service and product providers
 Designers and developers
 IT architect
9.4 Management of the architecture
 Monitoring compliance
 Handling change
 Evolution of architecture
9.5 The tiered architecture approach to IT system development
 The components of an IT architecture
 Interface, process and data layers
9.6 Service Oriented Architecture and Service Oriented Development Applications
 Services and technologies
 Examples of services
10. Quality and Testing (10%, K2)
The objective is to recognise the role of testing through the lifecycle.
10.1 The definition of software quality
 The need to meet robustness and reliability requirements
 The need to meet functional requirements
 The need to meet non-functional requirements, particularly usability
 The need for inherent software product qualities such as maintainability,
flexibility and efficiency
10.2 The objectives and limitations of testing
 The causes of software defects and the distinction between errors, faults
and failures
 The distinction between static and dynamic testing
 General testing principles
 Testing shows the presence of defects
 Exhaustive testing is impossible
 The principle and benefits of early testing
 The recognition of defect clustering
10.3 The structure and purpose of the static test stages of the V model
 Requirements
 Functional Specification
 Design Specification
 Module specification
10.4 The purpose and content of the dynamic test stages of the V model
 Component (unit) testing
 Component integration testing
 System testing
 Functional testing
 Non-functional testing
 User acceptance testing
10.5 Static testing
 Reviews and the test process
 Informal review
 Walkthrough
 Technical review
 Inspection
10.6 Dynamic testing
 Specification-based or black-box techniques
 Structure-based or white-box techniques
 Experience-based techniques
10.7 Re-testing (confirmation testing)
10.8 Regression testing
 Definition and scope of regression testing
 Opportunities for automating regression testing
11. Implementation and Changeover (5%, K2)
The objective is to recognise the importance of careful implementation.
11.1 The task of file and data conversion
 Technical feasibility of converting data
 Alternatives to automatically converting data, such as printing data out and re-entering it
11.2 The principles and problems of data mapping
 The principles of data mapping
 Common problems in data mapping, such as field type incompatibility, field
length differences, different field structures and absence of required fields in the current system
 Approaches to dealing with different field structures (for example, converting from one address field to three address line fields) and issues arising from populating newly defined fields with valid data
11.3 Plan, test and undertake data conversion
 Plan the steps and the timing of data conversion
 Write and test the data conversion programs
 The possible role of an automated test comparator in the testing process
 Undertake the real conversion of live data
11.4 The role of supporting documentation, including user manuals
 The role and structure of an online help facility
 The role and structure of a printed user guide or user manual
 The role and structure of printed operational manuals
 The role and structure of technical documentation designed to allow the continuing support of the delivered software
11.5 Approaches to training
 Conventional lectures and workshops
 Remote mechanisms, such as web-casts and tele-conferencing
 Computer-based training (CBT) and e-learning initiatives
11.6 Define training needs and evaluate training effectiveness
 Identify current and proposed competencies
 Define an appropriate strategy, using approaches to training (11.5), to support the gaining of proposed competencies
 Assess the effectiveness of training in supporting these proposed competencies through post-course questionnaires and tests 11.7 Systems implementation
 The principles of direct changeover/conversion
 The advantages and disadvantages of direct changeover/conversion within a given scenario
 The principles of parallel running
 The advantages and disadvantages of parallel running within a given scenario
 The principles of pilot running
 The advantages and disadvantages of pilot running within a given scenario
12. Evaluation and Maintenance (5%, K2)
The objective is to recognise the need to evaluate a delivered system and to enhance it through subsequent maintenance.
12.1 The location of maintenance in the systems development life cycle
 Maintenance in abbreviated waterfall and V models
 The explicit reference to maintenance in the b model
 Maintenance in an iterative environment
12.2 The range of metrics which might be used to evaluate a delivered software product
 Characteristics of good metrics (for example, quantifiable, relevant, easy to collect)
 Metrics associated with the business objectives of the project (for example, concerned with improving profitability of the organisation)
 Metrics associated with the functional fit of the delivered software product (for example, number of corrective maintenance changes raised after implementation)

BCS Foundation Certificate in Systems Development
ISEB Certificate learning
Killexams : ISEB Certificate learning - BingNews https://killexams.com/pass4sure/exam-detail/FSDEV Search results Killexams : ISEB Certificate learning - BingNews https://killexams.com/pass4sure/exam-detail/FSDEV https://killexams.com/exam_list/ISEB Killexams : Applied Professional Certificates in Instructional Design

Combine technology with a human-centered approach. You’ll be prepared to build engaging experiences in online, in-person, and hybrid settings all while keeping the learner at the core.

Apply your new skills through hands-on learning. Our program combines theory with real-world practice, and you’ll emerge with a comprehensive portfolio of course design plans, storyboards, module prototypes, learning activities, and more.

Be on the cutting edge. You’ll learn current and emerging practices in pedagogy, course design, educational technology, and interactive content development.

Prepare to meet a growing need. You can meet the growing demand for instructional designers, which is expected to have 20,900 openings each year, on average, over the decade, according to the Bureau of Labor Statistics.

Wed, 19 Jan 2022 10:34:00 -0600 en text/html https://www.bc.edu/bc-web/schools/lynch-school/sites/professional-continuing-education/learners/higher-education-/applied-professional-certificates-in-instructional-design.html.html Killexams : Graduate Certificate in Health Education

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Sat, 31 Aug 2019 16:09:00 -0500 en-US text/html https://www.uab.edu/education/home/graduate/chhs/graduate-certificate-health-education Killexams : Executive Scholar Certificate

FOR YOU: RECOGNITION, A POWERFUL GLOBAL NETWORK AND MORE

The Kellogg Executive Scholar Certificate gives you the opportunity to earn a credential from a world-class business school, leadership development paths aligned with your unique goals, and membership in the global Kellogg alumni network.

Upon completion of your certificate, you will be awarded Kellogg Executive Education alumni status and granted access to exceptional benefits:

A Certificate of Professional Achievement in your selected specialization
A 15% discount on all Executive Education C-level, year-long online programs
A 30% discount on Kellogg Executive Education open enrollment programs
Membership in the global Kellogg alumni network and access to the online network
Opportunities to participate in alumni clubs and events
Access to cutting-edge research and thought leadership content from Kellogg faculty and leading practitioners
A Kellogg alumni Gmail account

Please note that personalized career advice is not available to Executive Education alumni.

FOR YOUR ORGANIZATION: DEVELOP LEADERS & STRENGTHEN YOUR ORGANIZATION

Organizations who support completion of the Executive Scholar Certificate enjoy:

A flexible option to develop current and future leaders with limited time away from the workplace
Expansive program offerings to help your employees build and strengthen a variety of competencies
Employees return with broadened industry and global perspectives
Kellogg's focus on practical application means executives can have an immediate, positive impact

Fri, 14 Aug 2020 20:37:00 -0500 en text/html https://www.kellogg.northwestern.edu/executive-education/individual-programs/executive-scholars-certificate.aspx Killexams : Learning Beyond the Classroom Certificate Program

Go beyond the walls of the classroom and put your discipline into practice in real world settings. Learning Beyond the Classroom (LBC) is a certificate program that enhances student marketability in the work force.

Learning Beyond the Classroom (LBC) is open only to students majoring in the College of Science. It is a voluntary program aimed at encouraging you, the College of Science student, to engage in activities that provide hands-on experience and opportunities to apply classroom knowledge. Successful completion of the LBC program will be noted on your official Purdue transcript. You will also receive a certificate of completion.

Enroll

Get Funding

The Program

Participation in LBC involves attending, organizing, or leading activities that fall into three general categories: career and professional development; service, citizenship and leadership; and experience with domestic and international diversity.

Career and Professional Development

Service, Citizenship and Leadership

Experience with Diversity

Progress in each of the three areas is tracked by a point system. Points are earned by submitting reports on participation in activities. The number of points earned varies with the intensity of the activity.

Completing the LBC certificate requires that you:

Participate in at least one intensive activity lasting an extended period of time, such as semester-long study abroad, full-time summer internship, two (consecutive) semesters of undergraduate research, an entrepreneurial activity together with the Certificate in Entrepreneurship and Innovation, and academic year resident assistant. Such an activity is worth 10 points.
Accumulate a total of 24 points, with at least 4 points in each of 3 categories.
Include either (a) 3 credits of approved coursework with grades of P or C- or higher (one or more courses totaling 3 credits can meet this requirement) or (b) a semester-long study abroad program (worth 10 points) or some combination of spring break (4 points) and/or summer study abroad activities (6 points), totaling 10 points.

In most cases, a maximum of 6 points per year and 10 points in total may be earned for any particular activity. It is estimated that completion of the certificate will take approximately 30 hours over your college career in addition to the intensive 10-point activity described above.

The Benefits

Don't just get a degree, get an education!

The College of Science wants you to learn beyond the classroom! As majors in the College you already work with our faculty and staff to develop into skilled scientists of the future. You practice applying these skills in our laboratories and workshops. Now we are asking you to take advantage of the many opportunities you have while you are in college to go beyond the walls of the classrooms and labs and put your disciplines into practice in real world settings. We think this experience is of such importance that we will recognize you for doing so with a Learning Beyond the Classroom Certificate that will be noted on your Purdue academic transcript.

The benefits:

Expanded academic achievement
Improved classroom performance
Enhanced prospects for graduate school and employment
Increased competence in discipline
Strengthened confidence as a professional

A latest analysis shows that students who have earned the Learning Beyond the Classroom Certificate have a higher GPA at graduation and finish their degrees more quickly than students who did not earn an LBC certificate.

The GPA of students with LBC certification is on average 0.213 higher than those without LBC (p < 0.001). Students with LBC certification on average graduated half a semester earlier than those without LBC (p < 0.001). The LBC group has its on-time graduation rate higher by 12.27% (p < 0.001).

Courses

Among the requirements of the Learning Beyond the Classroom Certificate Program is that you participate in either (a) approved coursework with grades of P or C- or higher (one or more courses totaling 3 credits meets this requirement) or (b) semester-ling study abroad or the equivalent.

Here is a table of courses that have been identified as meeting the objectives of this program. If there is an experiential course which is not here that you believe to be similar to those listed, contact the administrator. The College of Science Office of Undergraduate Education reserves the right to determine whether a course meets the program criteria.

How to Enroll

Ready to enroll in the College of Science Learning Beyond the Classroom Certificate Program? Just take the following steps:

The first thing you need to do is go to https://lbc.science.purdue.edu/ and complete the survey.
Within one week of your enrollment, you will receive a welcome e-mail and be able to access the D2l Certificate BrightSpace Site. Log onto BrightSpace.
- There you should see the College of Science LBC site. On it, you will find the report forms for the different types of activities as well as instructions on how to submit your completed reports electronically through the site.
- You may start accumulating points at any point in your college career. The sooner you begin, the easier it will be to reach the point threshold needed for the certificate.
- We encourage students to submit reports as soon as possible after completion of the activity.

Funding for Student Activities

Funding is available to help you make the most of your learning experiences outside the classroom. Whether it's registration fees for a professional conference or housing and transportation to participate in a service learning activity, grants are available to help you learn beyond the classroom.

Questions? Contact the administrator at LBC@purdue.edu

Thu, 13 Aug 2020 02:04:00 -0500 en text/html https://www.purdue.edu/science/Current_Students/learning-beyond-the-classroom/index.html Killexams : Graduate Certificate in Mathematics Learning and Teaching

Drexel University School of Education

The Graduate Certificate in Mathematics Learning and Teaching offers current mathematics teachers a means of engaging in professional development and promoting their knowledge of content and pedagogy.

The ideal certificate program candidate:

Is currently in a classroom actively teaching mathematics
Has at least two years of mathematics teaching experience
Is committed to implementing student-centered and problem-based instructional practices that value multiple solution methods

Teaching Mathematics in Middle School and High School

This Drexel University mathematics credential enables current mathematics teachers in grades 4-12 to Excellerate their skills and breadth of expertise in the content area that they teach as well as its relation to the broader mathematics curriculum. The graduate certificate program is also designed to prepare graduates to engage in the development and implementation of elementary, middle school or high school curriculum and instruction as well as content and learning progressions that cut across Topics and grade levels.

Teachers of all grade levels will have opportunities to gain a deeper understanding of a variety of elementary, middle and/or secondary mathematics content and pedagogy. Special emphasis is placed on how a broader understanding of math curriculum as a whole informs teaching and supports student understanding.

What Can a Graduate Certificate in Mathematics Learning and Teaching Do For You?

The certificate program at Drexel University's School of Education focuses largely on revision and reflection. There are opportunities for teachers to unpack and reconceptualize mathematics in the areas of number sense and numerical operations, geometry and measurement, algebra, data analysis and probability, functions and calculus.

Drexel University's certificate program instructors provide instruction the same way they want the teachers to teach their students. The emphasis of this unique online certificate program is on the learning process rather than the final product. Specific skills that are key to classroom success – asking good questions, using precise, accurate, powerful language and representations, understanding and building on student thinking and giving good feedback – are modeled and practiced. Coursework for this graduate-level certificate program demonstrate research-based best practices; an experience that allows teachers to facilitate using collaborative, student-centered instruction in their own classroom.

The Certificate in Mathematics Learning and Teaching curriculum is divided into two parts. During the first half, teachers work independently on deep, hard and rigorous assignments focused on the content of school mathematics, from grades 4-12. During the second half, teachers work collaboratively to discuss, evaluate, revise and analyze each others’ solutions. Finally, there are whole-class discussions where students and faculty discuss the tasks, the solution and explanation, and any pedagogical implications.

Teachers enrolled in the Mathematics Learning and Teaching certificate program take courses alongside teachers enrolled in the MS in Mathematics Learning and Teaching and are encouraged to matriculate into the MS program.

How Long Does It Take to Earn a Certificate in Mathematics Teaching and Learning?

Instructional Delivery: Online
Calendar Type: Quarter
Expected Time to Completion: 1 year
Number of Credits to Completion: 15.0

The certificate program consists of 15 credits (5 courses), preparing current mathematics teachers for further study and development in cutting-edge mathematics learning and teaching.

Course descriptions may be viewed in the Drexel University Course Catalog.

What are the Requirements to Earn a Certificate in Mathematics Teaching and Learning?

Admissions Criteria

A bachelor's degree from a regionally accredited institution with a GPA of 3.0 or higher (graduate degree GPA will be considered along with the undergraduate GPA)
- Provisional admission may be granted with a GPA between 2.75 and 2.99
Current teacher certification for the middle or high school level
- Private or charter school teachers without certification can contact the program director for further evaluation
- Students without certification can pursue other graduate education programs and take MLT courses as electives/content courses

Required Documents

A completed application
Official transcripts from all universities or colleges and other post-secondary educational institutions (including trade schools) attended
Two letters of recommendation (professional or academic)
An essay describing why you're interested in pursuing this program
Resume
Proof of certification for teaching at the middle or high school level
Additional requirements for International Students

Who is Eligible to Earn a Certificate in Mathematics Teaching and Learning?

Certificate Level: Graduate
Admissions Requirements: Bachelor's degree
Certificate Type: Post-Baccalaureate
Financial Aid Eligibility: Aid eligible

How Do I Apply to Earn a Certificate in Mathematics Teaching and Learning?

The Graduate Certificate in Mathematics Learning and Teaching program is taught 100% online. Students can get started by filling out the Drexel Online application.

Since the certificate program is customizable to your career goals, there is no typical plan of study. After you have been admitted, your advisor will help you develop a plan of study that fulfills the online certificate program requirements while meeting your own needs. This program does not lead to initial teaching certification.

Sun, 17 Sep 2017 05:47:00 -0500 en text/html https://drexel.edu/soe/academics/certificates/Mathematics-Learning-and-Teaching/ Killexams : Mind, Brain, and Learning Certificate

Mind, Brain, and Learning Certificate

Drexel University School of Education

The graduate certificate in Mind, Brain, and Learning is a truly innovative program that gives students an overview of the emergence of Mind, Brain, and Education science. This interdisciplinary certificate provides students with the knowledge, skills, and experience to engage in innovative teaching, assessment, and instructional design in alignment with the human learning process.

What can a Graduate Certificate in Mind, Brain, and Learning do for you?

The graduate certificate in Mind, Brain, and Learning provides educators and professional development trainers with the opportunity to study Mind, Brain, and Education science within real-world contexts. The program is ideal for instructors, professors, instructional designers, professional development administrators, and more who work in higher education, and other education-related fields.

The benefits of the program include:

Flexible, online courses
Individualized advising and support
Access to all Drexel University facilities and resources including the Writing Center, Drexel libraries, counseling and health services, and the Steinbright Career Development Center.
Customizable assignments that align with a student’s current or future position
Diverse faculty and practitioners with extensive experience in higher education, learning sciences, Mind, Brain, and Education science, creativity, and Universal Design

How Long Does it Take to Earn a graduate certificate in Mind, Brain, and Learning?

Instructional Delivery: Online
Calendar Type: Quarter (courses run 10 weeks)
Expected Time to Completion: Less than 1 year
Number of Credits to Completion: 12.0
Course descriptions can be found in the Drexel University Course catalog.

What are the requirements to earn a Graduate Certificate in Mind, Brain, and Learning?

Admissions criteria:

A bachelor's degree from a regionally accredited institution

Required Documents

Who is eligible to earn a certificate in Mind, Brain, and Learning?

Certificate Level: Graduate
Admission Requirements: Bachelor's
Certificate Type: Post-Baccalaureate
Financial Aid Eligibility: Not aid eligible but students are eligible for a 25% tuition discount off Drexel’s regular tuition price.

How do I apply to the Mind, Brain, and Learning Certificate program?

Students can apply online for the graduate certificate in Mind, Brain, and Learning. You can start your application here.

Sat, 13 Jun 2020 11:15:00 -0500 en text/html https://drexel.edu/soe/academics/certificates/Mind-Brain-Learning/ Killexams : Certificate & Endorsement Programs

The College of Education offers both UW certificates and programs that lead to either initial certification or additional endorsements by Wyoming's Professional Teaching Standards Board (PTSB) that can increase a teachers pay and marketability. PTSB certification is the initial certification for teachers to be licensed in the state of Wyoming. PTSB endorsements are additional areas of teaching endorsement that are added to an initial teaching certificate. UW certificates lead to notations on UW transcripts and official UW certificates, but do not lead to add-on PTSB endorsements unless specifically stated.

The graduate certificate in Community College Leadership provides aspiring leaders at community colleges with a 15-credit hour, focused program of study that will prepare them for more effective and efficient leadership service at their institution. The program is primarily intended as a Post-Masters credential, supplementing a student’s Master's degree in a discipline. It is also open on a space-available basis to students (especially community college employees) as long as they hold a Bachelor's degree. The courses are all delivered in a distance format (online or synchronous audio/visual) and are scheduled so the program may be completed part time over 4 semesters. Learn more.

Contact: Dr. Reed Scull, Higher Education Administration
Phone: (307) 766-5645

The Computer Science Education program leads to an endorsement (grades 6-12) from the Wyoming Professional Teaching Standards Board in Computer Science Education. The endorsement is available to undergraduate students enrolled in a School of Teacher Education program. Courses can be taken prior to the teaching certificate but candidates will not be endorsed until they have initial certification. The program consists of 20 credit hours. In addition, 15 of the credit hours may be used for a minor in Computer Science. Learn more.

Contact: Dr. Linda Hutchison, Secondary Education
Phone: (307) 766-5077

The Early Childhood Birth to Eight program (both undergraduate and post-graduate) leads to initial PTSB licensure in Elementary Education with an add-on endorsement in Early Childhood Education. The endorsement is available to undergraduate students enrolled in the Elementary Education program or post-graduate students with a BA in Elementary Education and consists of 24 credit hours. This program is not for those who completed a BS in Family and Consumer Sciences/Child Development Option. Learn more.

Contact: Dr. Tricia Johnson, Tjohns39@uwyo.edu
Phone: 307-766-5389

Early Childhood Birth to Five Endorsement Certificate

The Early Childhood Birth to Five program (both undergraduate and graduate) leads to initial PTSB licensure in Early Childhood Education Birth to Five. The program consists of 24 credit hours. The endorsement is available to undergraduate students enrolled in the Child Development Option of the Family & Consumer Sciences program. At the post-baccalaureate level, the endorsement is available to graduates with a BS in the Child Development Option of the Family & Consumer Sciences Program or to students in the Early Childhood Special Education Endorsement Program. It is also available for those graduates with a bachelor's degree in an approved related field (nursing, communication disorders, social work, and child psychology). Learn more.

Contact: Dr. Tricia Johnson, Tjohns39@uwyo.edu
Phone: 307-766-5389

Early Childhood Special Education Endorsement Certificate

The Early Childhood Special Education program (post-graduate only) leads to a PTSB add-on endorsement or licensure in Early Childhood Special Education Birth to Five for those who have a teaching certificate or for those who have a bachelor's degree in a field related to early childhood. This is an interdisciplinary program that requires students to take 23-26 credit hours of coursework. Please note that this is a pre-kindergarten certification program and does not prepare candidates to work with kindergarten and primary grade students. Learn more.

Contact: Dr. Nikki Baldwin, nikb@uwyo.edu
Phone: 307-766-4071

The ESL Certificate/Endorsement program (both undergraduate and graduate) leads to a UW Certificate and a PTSB endorsement for those who have a teaching certificate. Courses can be taken prior to the teaching certificate but candidates will not be endorsed until they have initial certification. The program consists of 15 credit hours and is offered through Outreach Credit Programs. In addition, if a student applies and is admitted, 12 of these credit hours may be used to meet requirements of a master's degree in Curriculum and Instruction. Learn more.

Contact: Dr. Jenna Shim, Educational Studies
Phone: 307-766-3126

The Online Instruction Certificate program (graduate only) helps students acquire the necessary knowledge and skills to effectively develop and teach online courses in a variety of settings. Upon completion, students receive official recognition of their achievement on their University of Wyoming transcripts and an official university graduate certificate. The program consists of 4 online courses (12 credit hours) and is delivered through Outreach Credit Programs. Learn more.

Contact: Dr. Mia Williams, mwill114@uwyo.edu
Phone: 307-766-2004

The Online Play Therapy Certificate program (graduate only) provides students with the 150 clock training hours required by the Association for Play Therapy to become a Registered Play Therapist. This is a specialized credential for licensed mental health professionals. The program consists of three online courses for a total of seven graduate credit hours and is delivered through Outreach Credit Programs. Learn more.

Contact: Dr. Robert Paul Maddox, rmaddox1@uwyo.edu
Phone: 307-268-2572

The Literacy Certificate/Endorsement program (graduate only) leads to a UW Certificate and a PTSB Endorsement in memorizing for those who already have a teaching license. Teachers who have taught or will have taught for one year may take the courses and earn the endorsement. Eligible students enrolled in the program must select one of three options: 1) K-6 level; 2) 7-12 level; or 3) K-12 level. Also, some of the credits may be applied towards a graduate degree in Curriculum and Instruction for students who apply and are admitted. The program consists of 18-24 credit hours of course work, depending on the level of endorsement being sought. Learn more.

Contact: Dr. Leslie Rush, LRush@uwyo.edu
Phone: 307-766-3268

The Post-Baccalaureate Teacher Certification program (graduate only) provides an alternative PTSB initial teacher certification route in elementary or secondary education for those who have obtained a bachelor's degree. The number of credit hours required for the program varies, depending on the specific bachelor's degree and the desired teaching certification area. In addition, students who apply and are accepted in the master's degree program in Curriculum and Instruction will be able to use some the courses to fulfill degree requirements.

Contact: Teacher Preparation and Advising Office, edquest@uwyo.edu
Phone: 307-766-2230

The School District Superintendent Certificate/Endorsement program (graduate only) leads to a UW certificate and a PTSB endorsement as a K-12 district superintendent in the state of Wyoming. Applicants initially apply to the Educational Leadership doctoral program and must meet those same admission criteria. The program consists of 26 credit hours and a certification exam. It is offered through Outreach Credit Programs. Learn more.

Contact: Dr. Barbara Hickman, bhickma3@uwyo.edu
Phone: 307-766-6825

The School Principal Certificate/Endorsement program (graduate only) leads to a UW certificate and a PTSB endorsement as a K-12 principal in the state of Wyoming. Applicants must have a teaching certificate and a master's degree in education or a related area. The program consists of 21 credit hours and is offered through Outreach Credit Programs and UW/CC. Learn more.

Contact: Dr. Pete Moran, MoranPW@uwyo.edu
Phone: 307-766-6392

Tue, 19 Apr 2016 02:34:00 -0500 en text/html https://www.uwyo.edu/education/current-students/certificate-endorsement.html Killexams : School of Education Certificates

Evaluation and Assessment Certificate⁠

Overview:

The School of Education 15-credit Evaluation and Assessment certificate prepares professionals in the public and private sector to evaluate and assess program outcomes in educational, non-profit and for profit sectors. This certificate allows students to focus on both evaluation and assessment and will be particularly valuable to professionals from public and private sector, who are interested in examining programmatic outcomes, and educators and school administrators, who wish to enhance their assessment capabilities.

This Program is available entirely online.

Suggested Degree Pathway for the Graduate Certificate in Evaluation and Assessment⁠

Curriculum:

Required Courses Four (4) Required Courses from the following list (12 Credits)
Course #	Course Name	Credits
EDUC.6076	Data Management and Visualization (quantitative)	3
EDUC.7040	Qualitative Research	3
EDUC.6240 EDUC.7090	Assessment of Learning OR Measurement & Evaluation	3
EDUC.6423	Program Evaluation	3
EDUC.XXXX	Elective (One elective from the list below)	3
Total		15

Elective Courses One (1) Required Course from the following list (3 credits)
Course #	Course Name	Credits
EDUC.5280	Assessment of memorizing and language Disabilities	3
EDUC.7101	Qualitative Research: Advanced Topics in Analysis	3
EDUC.7130	Research Writing Seminar	3
EDUC.7430	Program Evaluation: Advanced Topics	3
EDUC.5590	Introduction to Education Special Topics	3
EDUC.5593	Research and Evaluation or analysis course as approved by advisor	3
XXXX.XXXX	Or other methodology or analysis course as approved by advisor	3

Total number of credits required for the certificate = 15 Credits

____

Graduate Certificate in Urban Education Urban

To earn the Graduate Certificate in Urban Education, students complete 12 credits from courses that explore issues related to equity, social justice, and inclusive classroom practice. Urban schools, on average, serve a wider range of students from racially, ethnically, and linguistically diverse backgrounds than their suburban or rural counterparts. Such diversity is a great strength for urban schools. Yet it also presents a challenge, not only because schools must be responsive to a broader range of backgrounds and experiences, but also because the most socially and economically marginalized students in our society are overrepresented in urban schools where the vast majority of educators are white and monolingual. In these contexts it is particularly important for educators to practice responsive and inclusive approaches to pedagogy and to be critically aware of how education–as part of a broader system of power–has historically emphasized the deficits of students rather than their strengths.

The courses for the certificate program are at the same level as master’s program curriculum and can count towards the M.Ed. degree in Curriculum and Instruction if the student wishes to continue beyond the certificate program and is admitted to the M.Ed. program.

This program is available entirely online.

Program Advisor: TBD

Suggested Degree Pathway for the Graduate Certificate in Urban Education

Curriculum:

Required Core Courses Three (3) Required Courses form the following list (9 credits)
Course #	Course Name	Credits
EDUC.6300	Educating Diverse Populations	3
EDUC.5101	Foundations of Social Justice Education	3
EDUC.5102	Critical Literacies	3
Sub Total		9

Elective Courses One (1) Required Course from the following list (3 Credits)
Course #	Course Name	Credits
EDUC.5043	Methods of Teaching Students with Moderate Disabilities - Secondary	3
EDUC.5021	Issues, Mandates and Ethics in Special Education	3
EDUC.5270	Language Acquisition	3
EDUC.XXXX	Another course with approval of advisor	3
Sub Total		3

Total number of credits required for the certificate = 12 Credits

Wed, 20 Jul 2022 15:18:00 -0500 en text/html https://www.uml.edu/catalog/graduate/fahss/education/education-certificates.aspx Killexams : Postgraduate Certificate in Learning Support – PGCertLrnSup

Admission to Massey

All students must meet university entrance requirements to be admitted to the University.

Specific requirements

This is a selected entry qualification. This means there are a number of extra requirements you must meet.

To enter the Postgraduate Certificate in Learning Support you will:

have been awarded or qualified for a bachelor’s degree in teaching, or equivalent
hold registration as a teacher with a current practising certificate from the Teaching Council of Aotearoa New Zealand
have completed at least two years of relevant teaching experience.

You will also be selected into the qualification on the basis of a process which includes providing:

copies of all academic transcripts for studies taken at all universities other than Massey University
a copy of your current curriculum vitae – including education and employment for at least the last five years.
details of your educational and professional qualifications, employment history with dates and descriptions of roles and responsibilities, membership of associations/organisations, and a list of professional publications and research reports.
a copy of your current practising certificate issued by the Teaching Council of Aotearoa New Zealand.

The selection process may also require the assessment of a professional portfolio.

If you have applied for a Ministry of Education study award and/or hold an Resource Teacher: Learning and Behaviour position, you should be applying for the Postgraduate Diploma in Specialist Teaching (Learning and Behaviour).

Application closing date

If you are a new-to-Massey student, applications for this programme close on 22 January.

English language requirements

To study this qualification you must meet Massey University's English language standards.

Prior learning, credit and exemptions

For information on prior learning, exemptions and transfer of credit or other questions:

English language skills

If you need help with your English language skills before you start university, see our English for Academic Purposes (EAP) courses.

Maximum time limits for completion

There are maximum time limits to complete some undergraduate and all postgraduate qualifications. If you do not complete within the maximum time, you may be required to re-apply for the qualification if you wish to continue your studies.

More information

Official regulations

To understand what you need to study and must complete to graduate read the official rules and regulations for this qualification.

You should read these together with all other relevant Statutes and Regulations of the University including the General Regulations for Postgraduate Degrees, Postgraduate Diplomas, and Postgraduate Certificates.

Returning students

For returning students, there may be changes to the majors and minors available and the courses you need to take. Go to the section called ‘Transitional Provisions’ in the Regulations to find out more.

In some cases the qualification or specialisation you enrolled in may no longer be taking new enrolments, so may not appear on these web pages. To find information on the regulations for these qualifications go to the Massey University Calendar.

Please contact us through the Get advice button on this page if you have any questions.

Fri, 14 Dec 2018 20:29:00 -0600 en-NZ text/html https://www.massey.ac.nz/study/all-qualifications-and-degrees/postgraduate-certificate-in-learning-support-PCLRS/ Killexams : Applied Professional Certificates in Instructional Design

Combine technology with a human-centered approach. You’ll be prepared to build engaging experiences in online, in-person, and hybrid settings all while keeping the learner at the core.

Be on the cutting edge. You’ll learn current and emerging practices in pedagogy, course design, educational technology, and interactive content development.

Thu, 20 Jan 2022 08:47:00 -0600 en text/html https://www.bc.edu/bc-web/schools/lynch-school/sites/professional-continuing-education/learners/higher-education-/applied-professional-certificates-in-instructional-design.html FSDEV exam dump and training guide direct download
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