The place of psychology in the university: Implications for undergraduate education.

1970 ◽  
Vol 25 (5) ◽  
pp. 450-451
Author(s):  
William A. Hunt
Keyword(s):  
Undergraduate Education ◽  
The University

Pregraduate Training in Emergency Medicine

1993 ◽  
Vol 8 (1) ◽  
pp. 69-75 ◽  
Author(s):  
Louis Binder ◽  
Desmond Colohan ◽  
Wolfgang Dick ◽  
Bernard Nemitz ◽  
Yoel Donchin ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Undergraduate Education ◽  
Medical Center ◽  
Disaster Medicine ◽  
World Congress ◽  
Medical Organization ◽  
University Of Toronto ◽  
Texas Tech University ◽  
The University ◽  
Seventh World

AbstractA panel session on undergraduate education in Emergency Medicine from a worldwide perspective was conducted at the Seventh World Congress of Emergency and Disaster Medicine in Montreal, in May, 1991. Desmond Colohan MD, of the University of Toronto (Canada) was the panel moderator. Panel speakers were: Louis Binder MD, Texas Tech University Health Services Center (USA); Wolfgang Dick MD, University of Mainz (Germany); Bernard Nemitz MD, Faculty de Medicine d'Ameins (France); Yoel Donchin MD, Hadassa Medical Organization (Israel); and Noriyoshi Ohashi MD, Tsukuba Medical Center (Japan).

Innovating Elite Undergraduate Education through Quality Continuous Improvement

2013 ◽  
pp. 1754-1789
Author(s):  
Kam Hou Vat
Keyword(s):  
Curriculum Reform ◽  
Undergraduate Education ◽  
Open Innovation ◽  
Organizational Context ◽  
Local Community ◽  
Organizational Innovation ◽  
Organizational Transformation ◽  
Scale Up ◽  
Lessons Learned ◽  
The University

This chapter investigates a mechanism of organizational innovation serving to make sense of a maturing university community involving educational executives, academic staff, and students in the occasion of a new campus development, starting in the year 2009 and realizing in the year 2013, under the auspices of a national policy benefiting the long-term development of higher education in the Macau Special Administrative Region (Macau SAR) of China. It is understood that the university as a public institution should not be operated like a business enterprise, running on profit-making initiatives; yet, without the enterprising context, the transformation of the existing infrastructure could hardly be innovated effectively, especially regarding the productivity of its staff, both academic and administrative. As a university with a staff count of less than 1000 and a history of close to thirty years, the University of Macau (UM) is ready to steward an elite undergraduate education marked by a quality learning experience that could become her branding value in the immediate future. The question is how innovatively UM could scale up in this opportunistic growth to excel for the local community. This case study is aimed to investigate from the perspective of a learning enterprise, a reflective way of forward thinking to record the author’s observation and interpretation of what is entailed in this process of upbringing a relatively young university in this age-old city, Macau, famous for its rich heritage of East (Chinese) meeting West (Europeans – Portuguese). Of specific interest is the proper context of open innovation in university governance for organizational transformation. The chapter examines the accountability framework for undergraduate curriculum reform and by treating the electronic transformation (e-transformation) as one of the open innovation strategies, the chapter explores the e-transformation of the university environment, based on holistic concerns of the campus community. The challenge is to identify the organizational context of innovation, which lies in the realm of electronic governance (e-governance), referring mainly to the decisions that define expectations, enable empowerment, and verify performance of the systems in support of community engagement and shared responsibilities in campus development, providing a sense-making perspective to interpret what is entailed in the organizational innovation of the university in this precious occasion of campus relocation. In practice, the lessons learned behind the e-transformation of the learning enterprise should benefit all walks of our local community, including the community of the small and medium sized enterprises (SMEs).

scholarly journals Undergraduate education at the University of Kentucky accelerator laboratory

2019 ◽  
Author(s):  
A. P. D. Ramirez ◽  
B. Alemayehu ◽  
J. Lowrie ◽  
S. F. Hicks ◽  
J. R. Vanhoy ◽  
...  
Keyword(s):  
Undergraduate Education ◽  
University Of Kentucky ◽  
The University

Toward a Critical Theological Education

1987 ◽  
Vol 80 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Ronald F. Thiemann
Keyword(s):  
Nineteenth Century ◽  
Undergraduate Education ◽  
Liberal Education ◽  
Theological Education ◽  
Professional Training ◽  
Harvard University ◽  
Specialized Training ◽  
Theological Seminary ◽  
Harvard College ◽  
The University

One hundred and seventy years ago, on 17 July 1816, the Society for the Promotion of Theological Education in Harvard University was established, thus beginning a process that led to the founding of a “faculty of theology” or Theological Seminary at the University. Undergraduate education at Harvard College had by this time moved quite far from the founders' original concern to provide a literate ministry to the churches. By the beginning of the nineteenth century Harvard men were educated in a broad curriculum oriented more toward liberal education than professional training. So the theological faculty was created in order to provide specialized training for those preparing to enter the Christian ministry

Arctic ice in cross-disciplinary undergraduate education: Experiences across natural science, social science, international policy, and public writing

2020 ◽  
Author(s):  
Michelle Koutnik ◽  
Nadine Fabbi ◽  
Elizabeth Wessells ◽  
Ellen Ahlness ◽  
Max Showalter ◽  
...  
Keyword(s):  
Sea Ice ◽  
Undergraduate Education ◽  
Greenland Ice Sheet ◽  
Arctic Sea Ice ◽  
The Arctic ◽  
International Policy ◽  
Public Writing ◽  
Arctic Sea ◽  
Arctic Ice ◽  
The University

<p>With the Arctic currently warming at a rate at least twice that of the global average, the coupled Arctic ecosystem is losing ice. This includes significant land-ice loss from the Greenland Ice Sheet and Arctic ice caps and glaciers, reduction in extent and thickness of Arctic sea ice, and thawing permafrost. This scale of environmental change significantly affects Arctic people, wildlife, infrastructure, transportation, and access. Societal response to these changes relies on advances in and application of research spanning multiple scientific disciplines, with policy-making done in partnership with Indigenous people, governments, private agencies, multinational corporations, and other interested groups. Everyone will interface with outcomes due to a changing climate and the challenge is mounting for the next generation of leaders. The cross-disciplinary nature of the challenge of Arctic ice loss and climate change must be met by cross-disciplinary undergraduate education. While higher education aims for disciplinary training in natural sciences and social sciences, there is an increasing responsibility to integrate topics and immerse students in real-world issues. And, in our experience the undergraduates we teach are eager for courses that can do this well.</p><p>What is immersive undergraduate education? We consider this as either immersing students in a focused topic in the classroom, immersing students in a place (especially while abroad), or combining the two through targeted lectures, informed discussions, travel, and writing. With regard to the Arctic, it is necessary to bring scientific understanding to learning activities otherwise focused on societal impacts, policy making, and knowledge exchange through public writing.</p><p>We share from our practical experience teaching Arctic-focused courses to classes each with 10-30 students with majors from across the University of Washington (UW) campus (total undergraduate student body of 32,000). Three recent activities that integrate the state of science with impacts on society in undergraduate courses include: 1) a four-week study abroad course to Greenland and Denmark focusing on changes in the Greenland Ice Sheet and sea-level rise, 2) a 10-week Task Force course in Arctic Sea Ice and International Policy in partnership with the UW International Policy Institute at the Henry M. Jackson School of International Studies that includes one-week in Ottawa where students develop a mock Arctic sea ice policy for Canada consistent with Inuit priorities, and 3) a 10-week seminar in public writing where students write mock newspaper articles, book reviews, and policy summaries about ice in a changing climate. These courses were designed to include a similar subset of earth science, atmospheric science, and oceanography, but the distinct structure and application of the science in these three separate courses led to distinct learning outcomes. In addition, we present how the academic minor in Arctic Studies at the University of Washington has allowed students to design their own integrated understanding of Indigenous and nation-state Arctic geopolitics, Arctic environmental change, and policy by taking a selection of courses and engaging in research and report writing.</p>

scholarly journals Trabalho e subjetividade na universidade: Por uma visão global e multifacetada dos processos de sofrimento e adoecimento

2020 ◽  
Vol 28 ◽  
pp. 14
Author(s):  
Eduardo Pinto e Silva
Keyword(s):  
Anxiety Disorders ◽  
Undergraduate Education ◽  
Job Insecurity ◽  
Administrative Staff ◽  
Multiple Agents ◽  
Suicidal Attempts ◽  
The University

The objective of this article is to discuss the relations among the processes of intensification, extensification and job insecurity in the university with the suffering and/or illness of professors, tutors, students and technical-administrative staff. It presents interlocutions of researcher groups who discuss the relation between work and subjectivity. Initially, we highlighted the intensification of the professor work in the post-graduation years. Next, we pointed out the interweaving among the aforementioned processes and their relations with the multiple demands of undergraduate education and post-graduation. We identified insidious modes of suffering and illness. We argue for the necessity of increasing research on work within the university, in order to consider its multiple agents and its global and multifaceted dimensions, under the aegis of degradation, wear and lack of sense. We pointed to situations in which different forms of suffering unfolds in stress, anxiety disorders or depression. We concluded that such unfoldings could cause, especially on students, situations of psychache, dismay and hopelessness, resulting in suicidal attempts or acts that need to be prevented and better investigated. 

The University Debate Between Antonio Caso and Vicente Lombardo Toledano (1933)

2017 ◽  
Author(s):  
Carlos Alberto Sánchez
Keyword(s):  
Public Education ◽  
Education Reform ◽  
Academic Freedom ◽  
Undergraduate Education ◽  
Historical Materialism ◽  
Community Culture ◽  
Culture History ◽  
The University ◽  
The Universe ◽  
Study Plan

The debate between Antonio Caso and Vicente Lombardo Toledano was political, philosophical, and public. To decide whether to reform public education, particularly undergraduate education, Caso and Lombardo Toledano argued over whether “[t]‌he courses that constitute the study plan for the Bachelor degree will obey the principle of essential identity in regards to the different phenomena of the Universe and will culminate with the teaching of philosophy based on nature.” Caso argued that despite violating the autonomy of the University and academic freedom, protected under the Constitution, the education reform proposed by the Second Commission was based on a false philosophical thesis: historical materialism. Since Caso and Lombardo Toledano agree that University is defined as a “cultural community,” much of the debate is focused on the nature of community, culture, history, and ethics.

Seizing the Moment: Learning from Humanely Relational and Interdisciplinary Soundscapes

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Ana Elizabeth Rosas
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Education ◽  
Common Ground ◽  
Immigrant Students ◽  
The United States ◽  
Lessons Learned ◽  
Student Group ◽  
The Us ◽  
The Moment ◽  
The University

Lessons learned from George Sánchez have been at the heart of the work I do with undergraduate students at the University of California, Irvine (UCI). Many of them face enormous stress as a result of being (or being related to) undocumented Latina/o immigrants in the United States. During the 2011 Winter quarter, several of those students conferred with me about their intention to invite fellow UCI undergraduate students enrolled in our “Histories of the U.S.-Mexico Borderlands” course to join UCI Dreamers. This is an undergraduate student group that supports undocumented immigrant students at our campus as they struggle to finance, complete, and derive full social and intellectual benefit from their undergraduate education. This initiative situated our Chicana/o history course as a productive common ground, a space for this generation of women and men to act in support of each other. Attending UCI Dreamers meetings was not an automatic or random decision but rather the outcome of a series of interactions, discussions, and experiences. Prominent among these was our consideration of music and musical soundscapes that have influenced how life in the US–Mexico borderlands is lived and discussed. 

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