Darwinian-Inspired Curricula

2019 ◽  
pp. 3-12
Author(s):  
Glenn Geher ◽  
David Sloan Wilson ◽  
Andrew C. Gallup ◽  
Hadassah Mativetsky ◽  
Richard H. Holler
Keyword(s):  
Higher Education ◽  
New York ◽  
Everyday Life ◽  
Real World ◽  
Opportunity To Learn ◽  
State University ◽  
Evolutionary Studies ◽  
Real World Applications ◽  
Basic Features ◽  
Binghamton University

Since the advent of the first interdisciplinary Evolutionary Studies (EvoS) programs at Binghamton University and the State University of New York at New Paltz, students across disciplines have been afforded the opportunity to learn foundational evolutionary principles. They have had the opportunity to explore how evolutionary ideas apply across the curriculum, as well as to issues of everyday life. This book is designed to be an exposé of the EvoS concept, including basic features of an EvoS curriculum, the goals of such a curriculum, and real-world applications of evolution-based ideas found in an EvoS curriculum. Contextualized in the complexities of modern higher education, this book includes chapters discussing the place of EvoS within the broader landscape of higher education as well as controversies in the field. This chapter introduces the coverage and organization of the book by providing a lay of the land.

scholarly journals Higher Education and International Student Mobility in the Global Knowledge Economy

2012 ◽  
Vol 2 (1) ◽  
pp. 128
Author(s):  
Darla Fletcher
Keyword(s):  
Higher Education ◽  
New York ◽  
Knowledge Economy ◽  
International Student ◽  
Student Mobility ◽  
The United States ◽  
State University ◽  
International Mobility ◽  
Global Knowledge ◽  
International Student Mobility

In the context of internationalization and globalization of higher education, Kemal Gürüz’s book, Higher Education and International Student Mobility in the Global Knowledge Economy, explores contributions made by international students and scholars in higher education from a historical perspective. A native of Turkey, Gürüz studied and worked for a while at Harvard University and the State University of New York in the United States. He presents the international mobility of students and scholars with in-depth historical, cultural and socio-economical perspectives. Gürüz highlights global knowledge economy, institutional patterns of higher education, enrollments, governance, and recent changes in higher education of several countries in this book.

scholarly journals Use Of Outcome Measures To Modernize Curricula

2005 ◽  
Vol 2 (9) ◽  
Author(s):  
J. Patrick McLaughlin ◽  
Jason White
Keyword(s):  
Higher Education ◽  
Outcome Measures ◽  
Real World ◽  
Outcomes Assessment ◽  
State University ◽  
The Real ◽  
Course Content ◽  
Outcome Measurements ◽  
Major Player

In the current environment in higher education of trying to substantiate and justify that you are doing a great job as a department educating your students to be prepared for the “real world”, outcomes assessment is a major player.  But as many departments have found, “once you have received the feedback, now what do you do with it?”  Our paper will discuss how some of the outcome measurements that we use at Northwest Missouri State University in the Finance discipline become our decision drivers in course content and curricular reformation.

scholarly journals ‘Getting to the Soul’: Radical Facilitation of ‘Real World’ Learning in Higher Education Programmes Through Reflective Practice

2020 ◽  
pp. 299-322
Author(s):  
Jo Trelfa
Keyword(s):  
Higher Education ◽  
Everyday Life ◽  
Reflective Practice ◽  
Real World ◽  
Space Time ◽  
Doctoral Research ◽  
Correct Performance ◽  
Real World Learning

Abstract This chapter foregrounds reflective practice as integral to ‘real world’ learning in higher education. Concerning the development of professional ‘artistry’ of and for post-degree life, literature focuses on the nature and form of reflective activities to foster student scrutiny therefore control of self and situation whilst engaged in real world learning. Yet, Trelfa’s doctoral research suggests the only real ‘learning’ is correct performance to pass their course. Reflective practice, and real world learning, has ‘lost its soul’. Drawing on Lefebvre’s (Rhythmanalysis: Space, time and everyday life. London: Continuum, 1992/2004) concept of ‘breaking-in’ to understand this soul-less situation (illustrated in case study one), Trelfa calls for it to be radically different: if real world learning is to live up to its name then its reflective practice needs to be authentic (illustrated in case study 2).

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