Music Theory Clubs and their Roles in School and Community

2021 ◽  
Author(s):  
Jennifer Beavers
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Music Theory ◽  
Institutions Of Higher Education ◽  
Community Based ◽  
School And Community

A Music Theory Club is an extra-curricular activity, found primarily in institutions of higher education, that provides mostly undergraduate students with exceptional experiences geared toward deepening their understanding of music. Because the membership of these clubs need not be limited to students majoring or minoring in music, or even to those who are enrolled in a music theory class, they may be considered examples of public music theory. Additionally, the members may choose to engage in community-based public music theory projects. In the following chapter, the author explores what a music theory club is, how it benefits students, faculty, and community alike, how to start one, and the types of activities a music theory club can be involved with.

scholarly journals Art And Exceptionality: Addressing Art Fear And Fear Of Difference In An Introductory Art Course

2021 ◽  
Vol 48 (1) ◽  
pp. 38-52
Author(s):  
Arthur Hochman ◽  
Kelli J. Esteves
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
Professional Lives ◽  
Mots Clés ◽  
Community Based ◽  
Inclusive Approach ◽  
Premier Cycle ◽  
Collaborative Education ◽  
Art Course

Abstract: University educators designed and co-taught a course which involved collaborative artmaking and learning with a community-based arts organization that serves individuals with disabilities.  Their goal was to help university students examine the potential of art and how it applies to their personal and professional lives. They sought to better understand how to nurture a feeling of artistic agency in undergraduate students who do not define themselves as artists. Educators found that students benefited from an exploration of art fear through an inclusive approach to art creation. Keywords: Art fear; Disability; Collaborative artmaking; Higher education; Experiential learning. Résumé : Des éducatrices et éducateurs universitaires ont conçu et co-enseigné un cours axé sur la création artistique et l’apprentissage coopératif au sein d’un organisme communautaire voué aux arts qui dessert des personnes en situation de handicap. Leur objectif était d’aider les étudiant.e.s universitaires à analyser le potentiel de l’art et son impact sur leur vie personnelle et professionnelle. Ils voulaient savoir comment alimenter une volonté d’action artistique chez des étudiant.e.s de premier cycle qui ne se considèrent pas des artistes. Les éducatrices et les éducateurs ont remarqué qu’aborder la peur de l’art sous une optique de création artistique inclusive était bénéfique. Mots-clés : peur de l’art, handicap, création artistique collaborative, éducation supérieure, apprentissage expérientiel.

Developing Leadership Skills and a Commitment to Civic Engagement During an Undergraduate Community-Based Service Learning Class

2017 ◽  
Vol 6 (4) ◽  
pp. 317-322 ◽  
Author(s):  
Kim C. Graber ◽  
Wojtek Chodzko-Zajko ◽  
Jamie A. O’Connor ◽  
Jenny M. Linker
Keyword(s):  
Service Learning ◽  
Civic Engagement ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Leadership Skills ◽  
Learning Opportunities ◽  
Institutions Of Higher Education ◽  
Community Based ◽  
Carnegie Classifications ◽  
Community Data

Civic engagement and service learning opportunities provide students with unique real-world experiences they are unable to acquire in a traditional in-class setting. Students develop a commitment to the community in which they live, exposure to other populations, leadership abilities, skills to work successfully within a team, and a chance to learn from failure. The Carnegie Foundation for the Advancement of Teaching has recognized the importance of such opportunities and has added the Community Engagement Classification to the restructured Carnegie Classifications of Institutions of Higher Education. The purpose of this paper is to provide a synthesis of the literature that addresses civic engagement and service learning opportunities and to describe a university class that was designed to provide undergraduate students with a capstone service learning experience promoting wellness for older adults in the community. Data that were collected to evaluate the success of the class are also described.

Data Analysis and Study on Relationship between Adjustment of Hierarchical Structure of Higher Education and Economic Growth

2014 ◽  
Vol 971-973 ◽  
pp. 2313-2316
Author(s):  
Jin Lian He
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Rapid Development ◽  
Developed Countries ◽  
Chinese Higher Education ◽  
Institutions Of Higher Education ◽  
Initial Stage ◽  
Reform And Opening Up ◽  
Opening Up ◽  
Current Stage

Since the reform and opening-up policy was implemented, Chinese higher education has experienced the process of recovery, adjustment, and rapid development; currently, the higher education has been popularized and the scale of Chinese higher education has been listed at the forefront in the world. However, compared to developed countries, there still exists great difference, and the “difficult employment” and “difficult recruitment” are good reflection. While the higher education is continuously enhanced, the structure of higher education is also continuously adjusted. At the initial stage of reform and opening-up, Chinese institutions of higher education mainly recruit undergraduate students; however, at current stage, the enrollment proportion is same; the postgraduate enrollment scale is also expanded; Chinese higher education has entered into transformation period.

scholarly journals Exploring the “At-Risk” Student Label Through the Perspectives of Higher Education Professionals

2020 ◽  
Author(s):  
Nick Dix ◽  
Andrew Lail ◽  
Matt Birnbaum ◽  
Joseph Paris
Keyword(s):  
Higher Education ◽  
At Risk ◽  
Undergraduate Students ◽  
Thematic Analysis ◽  
At Risk Students ◽  
Institutions Of Higher Education ◽  
Education Professionals ◽  
Higher Education Professionals ◽  
Risk Definition ◽  
At Risk Student

Institutions of higher education often use the term “at-risk” to label undergraduate students who have a higher likelihood of not persisting. However, it is not clear how the use of this label impacts the perspectives of the higher education professionals who serve and support these students. Our qualitative study explores the descriptions and understandings of higher education professionals who serve and support at-risk students. We use thematic analysis (Braun & Clark, 2006) to interpret our data and develop our themes. These themes include conflicting views of the “at-risk” definition, attempts to normalize at-risk, fostering relationships, and “at-promise.”

Segregation of American Indian Undergraduate Students in Institutions of Higher Education

1994 ◽  
Vol 27 (3) ◽  
pp. 61-68 ◽  
Author(s):  
Joe T. Darden ◽  
Joshua G. Bagaka's ◽  
Tracy Armstrong ◽  
Terrence Payne
Keyword(s):  
Higher Education ◽  
American Indian ◽  
Undergraduate Students ◽  
Institutions Of Higher Education

scholarly journals Bringing Culture Back in. A Concept for the Reintegration of Cultural Fit in (quantitative) Research in (Higher) Education

2021 ◽  
Author(s):  
Tobias Brändle
Keyword(s):  
Higher Education ◽  
Social Structure ◽  
Survey Data ◽  
Undergraduate Students ◽  
Quantitative Research ◽  
Institutions Of Higher Education ◽  
Student Body ◽  
Cultural Fit ◽  
And Performance ◽  
Structure Research

Cultural fit is often neglected in (quantitative) research in (higher) education. However, there is a need to reintegrate questions of cultural fit – especially when the diversity of the student body increases and hopes for increasing equity of education remain unfulfilled, still. In this article, I propose a concept of cultural fit, closely tied to the works of Bourdieu and social structure research. Additionally, I present some analyses on the effects of cultural fit on students’ motives of self-improvement, routes to university, and performance. Drawing on survey data of 1.073 undergraduate students at a German university, analyses confirm that the proposed concept of cultural fit can be used to distinguish between students who are culturally fit and misfits. Moreover, analyses show that cultural fit does have significant effects on the routes to university and performance. In this way, this article may help to unveil mechanisms of (cultural) closing of institutions of higher education that are invisible to research.

scholarly journals The Other Side of the Podium: Student Perspectives on Learning Integration

2009 ◽  
Vol 37 (1) ◽  
pp. 15-27 ◽  
Author(s):  
M. Elizabeth Lewis Hall ◽  
Jennifer S. Ripley ◽  
Fernando L. Garzon ◽  
Michael W. Mangis
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Undergraduate Students ◽  
Educational Experiences ◽  
Student Perspectives ◽  
The Other ◽  
Institutions Of Higher Education ◽  
Content Analyses ◽  
Study Participants ◽  
Post Hoc

Student perspectives on the transmission of integration in integrative programs were examined through a qualitative study. Participants in the study were 595 graduate and undergraduate students (305 women and 247 men) drawn from four Evangelical Christian institutions of higher education. Participants provided written data in response to three open-ended questions, inquiring about the exemplary and helpful aspects of their educational experiences with respect to integration. Post-hoc content analyses informed by grounded theory analytic processes were used to analyze the data, resulting in two overarching themes: Facilitating Integration, and Concepts of Integration, which respectively address how students learn integration, and how students conceptualize integration. The implications for the conceptualization of integration and for the pedagogy of facilitating integration are explored.

scholarly journals Motivations And Barriers In Undergraduate Students Decisions To Enroll In Placement Courses In The UK

2012 ◽  
Vol 8 (4) ◽  
pp. 399-414 ◽  
Author(s):  
Maria Elisavet Balta ◽  
Jane-Lisa Coughlan ◽  
Peter Hobson
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Performance Indicator ◽  
Institutions Of Higher Education ◽  
Highly Qualified ◽  
Key Performance Indicator ◽  
Online Questionnaire ◽  
Global Context ◽  
Work Placement ◽  
The Uk

Due to recent changes in higher education and the increased demand for highly qualified candidates in the labor market, the employability of U.K. graduates has become a key performance indicator for universities. Institutions of higher education attempt to address employability by delivering a skilled workforce that will ensure the U.K.s competitiveness in a global context. Placements are a proven mechanism for developing employability and, as such, this study aims to investigate the reasons behind students decisions to take a placement or non-placement course. Based on a self-administered, online questionnaire completed by 71 placement and 117 non-placement students from three schools, the study explores the reasons why students take or do not take a placement course. Finally, recommendations are made for ways to overcome potential work placement barriers and to promote placements to students, parents, and academic tutors as well as to advertise the benefits of work-based learning for employability.

scholarly journals Concepts on Assessment Practices in Institutions of Higher Education as perceived by BA ISAGO Undergraduate Students

2016 ◽  
Vol 1 (2) ◽  
pp. 24
Author(s):  
Adedoyin O.O.
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Significant Influence ◽  
Cognitive Abilities ◽  
Assessment Practices ◽  
Institutions Of Higher Education ◽  
Main Concept ◽  
Constructive Feedback

This is a quantitative study regarding the concept on assessment practices in higher institutions of learning as perceived by BA ISAGO undergraduate students. A questionnaire was developed on the concept regarding assessment practices on a four likert scale and administered to a convenience random sample of 400 undergraduate students at BA ISAGO University in Botswana. Out of which 365 undergraduate students studying varying degree programmes responded to the questionnaire and their responses were coded, analysed using exploratory factor analytic method (available on the SPSS computer package). SPSS software produced the descriptive statistics (means and standard deviations) and factor analysis. The Principal factor with iteration was employed and varimax rotation method was also used to extract the perceived constructs on the concept on assessment practices at institutions of higher education. Seven constructs with eigen values greater than one, emerged from the factor analysis. Results revealed seven (7) main concept on assessment practices were perceived by BA ISAGO University undergraduate students. The seven main constructs were to: determine students’ higher level of thinking/ cognitive abilities; provide constructive feedback for effective students’ learning outcomes; allow for students’ self-reflection and peer assessment of learning outcomes; use of different alternative modes of assessing learning outcomes; maintain quality assurance processes in form of assessment criteria; modify learning outcomes using formal and informal assessment procedures; identify students prior knowledge before beginning instruction. The study further determined if gender and faculty of study of students have significant influence on students’ perceived concept on assessment practices at higher education. It was found that gender and faculty of study had significant influence on students’ perceptions with regards to some assessment practices All these perceived assessment practices by the undergraduates would inform institutions of higher education on how to appraise undergraduate students’ cognitive abilities.

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