Sustainability Competences and Pedagogical Approaches at the University of Parma

2021 ◽  
pp. 63-78
Author(s):  
Claudio Favi
Keyword(s):  
The University ◽  
Pedagogical Approaches

scholarly journals A Conceptual Model for Teaching Social Responsibility and Health Advocacy: An Ambulatory/Community Experience (ACE)

2011 ◽  
Vol 2 (2) ◽  
pp. e53-e64
Author(s):  
Jeannine Girard-Pearlman Banack ◽  
Mathieu Albert ◽  
Niall Byrne ◽  
Cassandra Walters
Keyword(s):  
Social Responsibility ◽  
Conceptual Model ◽  
Socially Responsible ◽  
Health Advocacy ◽  
University Of Toronto ◽  
Learning Domains ◽  
Health Advocate ◽  
Micro Level ◽  
The University ◽  
Pedagogical Approaches

Background: At a macro level, Social Responsibility and Social Accountability are explicit priorities for medical schools in Canada and internationally, although the advancement of this vision is still developing. At a micro level, Health Advocacy is important for physicians-in-training as well as practicing physicians. The conceptual model being proposed is that Social Responsibility is connected to mastering Health Advocacy. The University of Toronto Faculty of Medicine has 16 years of experience through a mandatory 4th year clerkship course entitled the Ambulatory/Community Experience (ACE) which from inception emphasized Social Responsibility and Health Advocacy. The objective of this retrospective study was to provide a model to support the acquisition of Health Advocacy and the development of socially responsible medical students.Methods: A conceptual model with three distinct elements: 1) ambulatory/community placements, 2) individual pedagogical approaches and 3) narrative, reflective assignments was applied.Results: The three elements of the model, all based on the five ACE learning domains (objectives) and embedded in CanMEDS type competencies, are effective and appear to support  achievement of competency in Health Advocacy.Conclusion: A model which includes vetted ambulatory/community placements, individual pedagogical approaches, and narrative reflective assignments based on objectives with a Health Advocate perspective appears to encourage Social Responsibility in medical students.

Structures within structures: Examining alternative cultures of learning in the institution

2021 ◽  
Vol 10 (2) ◽  
pp. 265-274 ◽  
Author(s):  
Sadie Edginton ◽  
Alex Parry ◽  
Cicilia Östholm
Keyword(s):  
Critical Pedagogy ◽  
Competitive Dynamics ◽  
Student Body ◽  
Situated Knowledges ◽  
Constructed Dialogue ◽  
Art Practices ◽  
Cultures Of Learning ◽  
The University ◽  
Pedagogical Approaches ◽  
Art School

This article explores the possibilities of using critical pedagogy inside and outside the art school to counter the effects of neoliberalism. Developed from an initial transcript of a conversation between three graduates of the Royal College of Art (United Kingdom) about our education-as-art projects, it takes the form of a constructed dialogue that mirrors our approach to working collectively. We discuss particular issues that arose for us whilst studying, as we experienced how the neo-liberal art school conceptualized a form of education and arts practice that promoted individualized paths and set competitive dynamics between students. We are interested in how art practices characterized as being social, collaborative and democratic can resist the neo-liberal art school. Advocating for process-based methods that facilitate learning between groups of students, we aim to open up space for embodied and situated knowledges. Bringing critical pedagogical approaches to the inside of the university creates a porosity with the alternatives we experienced outside. Through re-practicing historically radical methods and creating supportive structures, we challenge the dominant ways of communicating and managing the student-body. We argue that students and artists can organize their own cultures of learning in opposition to those that the university-as-business wants to promote, whilst creating supportive models that take students’ needs into account.

scholarly journals Students’ Perspectives on Engagement, Learning, and Pedagogy: Self-Evaluations of University Students in Spain

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402092406
Author(s):  
Paulo Padilla-Petry ◽  
Jennifer A. Vadeboncoeur
Keyword(s):  
Decision Making ◽  
Student Engagement ◽  
Decision Making Process ◽  
Course Content ◽  
Theoretical Perspectives ◽  
Students Attitudes ◽  
Definition Of ◽  
Independent Decision ◽  
The University ◽  
Pedagogical Approaches

Student engagement in higher education has been studied from different theoretical perspectives and in different countries. Current issues include both concerns regarding students’ attitudes and ambivalence and, in addition, the definition of the concept of student engagement and how various pedagogical approaches may contribute to contrasting definitions. The present study thematically analyzed self-evaluations of 46 students attending two pedagogy courses of the University of Barcelona; both courses included lectures and discussions. Special attention was given to how participants described their engagement and related it to their learning, the teacher’s pedagogy, and the course content. Different forms of engagement emerged, both with the lecture and discussion sessions of the classes, that suggest some aspects of student engagement may (a) be invisible to the teacher and (b) follow an independent decision-making process that may favor passing over learning.

scholarly journals Content interaction in online university courses: the start@unito project

2019 ◽  
Author(s):  
Daniela Salusso ◽  
Stefania Cicillini
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Effective Interaction ◽  
University Courses ◽  
E Learning ◽  
Object Of Study ◽  
Learning Principles ◽  
The University ◽  
And Linguistics ◽  
Pedagogical Approaches

The growing number of online courses offered by many universities worldwide is reshaping the traditional delivery of knowledge. This study tries to combine e-learning and the learning principles of language and linguistics. Drawing on the experience of the start@unito project at the University of (blinded), which this year also offers language and linguistics courses, we tackle one of the main problems of online education, namely that of interaction. This study tries to combine e-learning and the learning principles of language and linguistics, focusing on the three types of interaction proposed by Moore (1989): learner-learner, learner-instructor, learner-content interactions. Specifically, we concentrate on the various ways in which learners may interact with the content in asynchronous untutored online university courses. Starting from the assumption that all the language and linguistics courses need a great deal of interaction, in order to be beneficial to students, it emerges that the application of pedagogical approaches and a careful instructional design of the courses may facilitate a more effective interaction with the content of the object of study.

Reviewing the incidence and status of sustainability in degree programmes at Plymouth University

2015 ◽  
Vol 16 (2) ◽  
pp. 237-250 ◽  
Author(s):  
Lynne Wyness ◽  
Stephen Sterling
Keyword(s):  
Sustainable Development ◽  
Student Engagement ◽  
Methodological Approach ◽  
Education For Sustainable Development ◽  
Curriculum Content ◽  
Content Type ◽  
Self Evaluation ◽  
Curriculum Review ◽  
The University ◽  
Pedagogical Approaches

Purpose – This paper aims to present an overview of the design and implementation of a curriculum review undertaken at Plymouth University, UK, to gauge the incidence and status of sustainability in degree programmes across the curriculum. The paper outlines the methodological approach taken, reviews findings and summarises the effects and limitations of the exercise. Design/methodology/approach – Rather than creating a criteria-based auditing tool, which might have been interpreted by academics as top-down evaluation of practice, emphasis was placed on self-evaluation of how the degree programmes were implementing sustainability in a number of broad areas, such as curriculum content, pedagogical approaches and student engagement. A review tool was created and distributed to all undergraduate and postgraduate degree programmes in the four campus-based faculties in the university. In particular, the review was designed to contribute the institutional annual submissions to the Learning in Future Environments index. Findings – The paper discusses findings in some key areas relating to curriculum content, pedagogical approaches, partnerships and student engagement. Some of the obstacles and limitations identified by programme leaders in implementing education for sustainable development are discussed and areas of future consideration are included. Originality/value – The review contributes to the limited national and international examples available of institution-wide curriculum reviews in the arena of education for sustainable development. The discussion of the problems, benefits and implications will be of value to other higher education institutions considering undertaking their own curriculum review.

scholarly journals The Effects of Training on Sustainable Development Practices in Higher Education: The case of Ibn Tofail University in Kénitra (Morocco)

2021 ◽  
Vol 17 ◽  
pp. 961-972
Author(s):  
Mustapha Kouzer ◽  
Abdelaziz Chaouch ◽  
El Mahjoub Aouane ◽  
Keltoum Rahali ◽  
Noura Ettahir ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
National Level ◽  
Sample Population ◽  
A Value ◽  
Time Period ◽  
Education Today ◽  
Education Model ◽  
The University ◽  
Pedagogical Approaches

The objective of this article is to study the existing relationship between training and the integration of Sustainable Development (SD) practices in the Moroccan University. The issue at stake is to verify whether the training provided at the level of higher education institutions responds to the various worldwide challenges. In order to respond to the difficulties that impact the higher education model, Moroccan universities are invited to rethink their various approaches so that they can respond to the economic, social, societal and environmental constraints which are constantly evolving. Therefore, these universities must align themselves with the major challenges facing education today[1]. The empirical research method used in this quantitative study is a Likert’s scale based questionnaire. The investigation was carried out on a sample of 134 teachers-researchers of Ibn Tofail University of Kénitra (ITUK) (Morocco). The investigated sample population was surveyed during the time period lasting from February the 1st to May the 31th, 2021. The analysis conducted regarding the results of the ANOVA of the variables reveals that the pedagogical approaches, curriculum and teaching methods are significant except for the teaching activities which display a value of 0.280 higher than the recommended threshold. Consequently, training in higher education can contribute to forging attitudes in the future in line with SD’s requirements by relying on pedagogical approaches. Hence, the University through training should contribute to a sustainable society in order to meet the 17 SD Goals which require that by 2030 all students should have the knowledge, skills and attitudes necessary to promote sustainable development. The results of this research will contribute to the development of new training curricula that meet the requirements of the various SD objectives. We have focused our research on the ITU Kénitra, we believe that our approach will serve as a basis to develop other cases of Moroccan universities to have an overall vision of training curricula converging towards the practices of SD at the Moroccan national level and for a better contribution in the new 2035 nationwide development model[2].

“A beautiful woman sitting in the dark”

Interpreting ◽  
2019 ◽  
Vol 21 (1) ◽  
pp. 91-114 ◽  
Author(s):  
Carmen Delgado Luchner
Keyword(s):  
Higher Education ◽  
Ethnographic Study ◽  
Public Higher Education ◽  
Beautiful Woman ◽  
Interpreter Training ◽  
The University ◽  
Pedagogical Approaches ◽  
Comprehensive Study ◽  
Education In Africa

Abstract This ethnographic study of the Master’s in Conference Interpreting at the University of Nairobi aims to link interpreter training to the linguistic make-up of Kenyan society and the constraints of public higher education in Africa. It is the first comprehensive study of interpreter training in Kenya, and shows the limits of replicating pedagogical approaches that have been tried and tested in Europe in a different environment. Based on the findings, I recommend a widening of the scope of training to include conference, court and community interpreting. It is argued that this would improve the sustainability and relevance of interpreter training in Africa.

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