The Gen Ed Hustle

2019 ◽  
pp. 157-185
Author(s):  
Jason Brennan ◽  
Phillip Magness
Keyword(s):  
General Education ◽  
Informed Decision ◽  
Faculty Members ◽  
Knowledge And Skills ◽  
The Real

This chapter considers the question of why universities require general education or gen ed. If you ask them, they’ll offer a host of nice, public-spirited reasons. The purpose of gen eds is to ensure that students are well rounded, develop a wide breadth of knowledge and skills, and are exposed to multiple fields so they can make an informed decision about their major. However, the real reason for requiring gen eds is that it represents a way for certain faculty to capture students' tuition dollars. The chapter argues that faculty members exploit students for their own selfish benefit, although they disguise this practice with moralistic arguments.

SELECTING SUITABLE STUDENTS FOR JOB BASED ON THEIR CAPACITY

2021 ◽  
Vol 9 (4) ◽  
pp. 0-0
Keyword(s):  
Decision Making ◽  
Digital Transformation ◽  
Knowledge And Skills ◽  
The Real ◽  
Urgent Task ◽  
Crucial Problem ◽  
Insightful Analysis ◽  
Decision Making Model

Nowadays, digital transformation in education is an important and urgent task in most of universities. This process brings many benefits to both teacher and student, particularly job for a graduate. Consequently, how to help a last-year student has a suitable job becomes a crucial problem. To advise learner to select a suitable job, we need an insightful analysis of learner’s capacity. Thus, in this paper, we propose a method which uses student’s knowledge and skills data to choose the best suitable students for a job requirement. Firstly, learner’s capacity is evaluated by subject marks and activities in school, therefore, both subject and activity are described as the structure of obtainable skills and knowledge. Then, we also describe a job requirement as a set of skills and knowledge. In the next step, we calculate the real capacity of the student. Finally, we find students who have the real capacity meet the job requirement by applying decision making model.

The influence of the health visitor

2021 ◽  
Vol 9 (11) ◽  
pp. 480-482
Author(s):  
Crystal Oldman
Keyword(s):  
Health Visitor ◽  
Knowledge And Skills ◽  
The Real ◽  
Health Visitors

Crystal Oldman discusses why health visitors need to be able to tell their stories in a way that demonstrates their knowledge and skills, and the real impact they have on the communities they serve

scholarly journals A Case Study on Experiential Learning in a First-Year General Education Course

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Niki Weller ◽  
Julie Saam
Keyword(s):  
Experiential Learning ◽  
Student Success ◽  
General Education ◽  
High Impact ◽  
Faculty Members ◽  
First Year ◽  
Learning Collaborative ◽  
Indiana University ◽  
High Impact Practices

Experiential-learning provides opportunities for students that feature a variety of high-impact practices including first-year seminars, internships, community learning, collaborative projects, and capstone seminars. To offer these high-impact practices for students, faculty from across disciplines and majors must be willing to incorporate these opportunities within their courses and degrees. Indiana University Kokomo has offered two successful programs to support these high-impact practices. One program, the Kokomo Experience and You (KEY), supports faculty in the development and implementation of events and activities to support student learning. The other, the Student Success Academy Faculty Fellows Program, provided faculty members the opportunity to examine research and concepts so that they can better promote student success in their classrooms. Building on the success of these two programs, a third initiative, the Experiential Learning Academy (ELA), was launched in 2018, funded by a Reimagining the First Years mini-grant from AASCU.

Introduction

2017 ◽  
pp. 1-20
Author(s):  
Denise A. Simard ◽  
Melissa Martin ◽  
Jean Mockry ◽  
Alison Puliatte ◽  
Maureen E. Squires
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Well Being ◽  
Faculty Members ◽  
Knowledge And Skills ◽  
Health And Well Being

As educators, the authors have all witnessed students cope with academic, social, financial, and familial struggles. However, there seems to be a growing trend whereby they are witnessing students who are feeling an increasing sense of hopeless and inability to persist. Students appear to lack competence, grit, or resilience to work through adversity. This chapter helps readers contextualize the challenges students are facing and how faculty members are gaining the knowledge and skills to learn and understand mental illness, mental health, and well-being in order to improve their ability to serve, support, and educate.

The real situation about the conformation to quality and professional competency standards of Civic education teachers in Hanoi

2020 ◽  
Vol 65 (7) ◽  
pp. 78-87
Author(s):  
Toan Nguyen Thi ◽  
Dung Nguyen Ngoc ◽  
Xiem Nguyen Thi
Keyword(s):  
General Education ◽  
Civic Education ◽  
Education Program ◽  
Research Result ◽  
Competency Framework ◽  
Professional Competency ◽  
Real Situation ◽  
The Real ◽  
Training Content ◽  
Basic Standards

Based on the survey of current qualities and competencies of Civic education teachers in Hanoi, this article affirms that, the staff has met the basic standards according to the Competency Framework for Civic education teachers. However, to get effective results in implementing the new general education program, teachers of Civic education still need a number of competencies, especially professional competency. The research result is the basis for identifying training content and methods to develop the competencies of this staff.

scholarly journals Inclusive Education and Learning English as Foreign Language in Algeria: Views from Faculty Members at Abderrahmane Mira University

2021 ◽  
Vol 13 (2) ◽  
pp. 339-353
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Foreign Language ◽  
General Education ◽  
Inclusive Education ◽  
Structured Interview ◽  
General Education Teachers ◽  
Faculty Members ◽  
Current Status ◽  
English As Foreign Language

This is an exploratory case study conducted at the faculty of Letters and languages at the University Abderrahmane Mira of Bejaia -Algeria. It examined general education teachers and faculty members’ views concerning inclusive education (IE) in classes of English as a foreign language (EFL) and identified major issues regarding its future development in higher education. The goal of the present study was to reflect on the current status of inclusive education in the Algerian learning environment. To gather data, a semi-structured interview was conducted with teachers and administration members; the interview results were thematically arranged and results were discussed accordingly. The data of the current study revealed that while faculty members believe and support the idea of education for all, EFL teachers have varying perceptions towards inclusion. In light of this, we tend to conclude that material facilities, teacher training, and professional development are fundamental issues that curtailed its full implementation. Keywords: Algerian learning culture; General education teachers; Higher education; Inclusive education; teacher training.

Professional Competence of Teachers and Administration of General Education Institutions for Teaching Student With Disability as a Technology

2018 ◽  
pp. 454-472
Author(s):  
Sedrak Sedrakyan ◽  
Ashik Marandzhyan ◽  
Bronius Aismontas ◽  
Lana Tyulikova
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Education System ◽  
Professional Competence ◽  
Autism Spectrum ◽  
Educational Environment ◽  
Self Control ◽  
Knowledge And Skills ◽  
Challenges And Opportunities ◽  
Spectrum Disorders

This chapter development of the professional competence of teachers and administration and title involves the treatment of attention to the education of student with disabilities Act (IDEA) with regard to appearance and development of their empathy, emotional self-control, patriotism, talent. An important role in this process is played by being nearby in the system general education of professionals, which also need to train the work with people to deepen their knowledge and skills, to avoid victimization of the educational environment and victim behavior of its all members. The chapter assumes the description of the characteristics of the work on formation of emotional self-control and empathy as student with IDEA and professionals in the general education system. place the problems of diagnosis of edginess of student with IDEA will be given, described the challenges and opportunities to overcome the educational difficulties in student with autism spectrum disorders, describes the technology to prevent the victimization of the educational environment, the development of patriotism.

The Academic Vocation

1992 ◽  
Author(s):  
Mark R. Schwehn
Keyword(s):  
Research University ◽  
The United States ◽  
Faculty Members ◽  
University Education ◽  
Knowledge And Skills ◽  
College And University ◽  
Teaching History ◽  
The One ◽  
The University ◽  
Number Of Classes

In this chapter, I shall try to advance our thinking about college and university education in the United States through a critical study of contemporary conceptions of the academic vocation. Current reflection upon the state of higher learning in America makes this task at once more urgent and more difficult than it has ever been since the rise of the modern research university. Consider, for example, former Harvard President Derek Bok’s 1986–87 report to the Harvard Board of Overseers. On the one hand, Bok repeatedly insists that universities are obliged to help students learn how to lead ethical, fulfilling lives. On the other hand, he admits that faculty are ill-equipped to help the university discharge this obligation. “Professors,” Bok writes, “. . . are trained to transmit knowledge and skills within their chosen discipline, not to help students become more mature, morally perceptive human beings.” Notice Bok’s assumptions. Teaching history or chemistry or mathematics or literature has little or nothing to do with forming students’ characters. Faculty members must therefore be exhorted, cajoled, or otherwise maneuvered to undertake this latter endeavor in addition to teaching their chosen disciplines. The pursuit of knowledge and the cultivation of virtue are, for Bok at least, utterly discrete activities. To complicate matters still further, the Harvard faculty, together with most faculty members at other modern research universities, would very probably resist the notion that their principal vocational obligation is, as Bok suggested, to transmit the knowledge and skills of their disciplines. They believe that their calling primarily involves making or advancing knowledge, not transmitting it. How else could we explain the familiar academic lament “Because this is a terribly busy semester for me, I do not have any time to do my own work”? Among all occupational groups other than the professoriate, such a complaint, voiced under conditions of intensive labor, is inconceivable. Among university faculty members, it is expected. Never mind the number of classes taught, courses prepared, papers graded, and committees convened.

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