A Decade of Digital Arts and Sciences at the University of Florida

Leonardo ◽  
2012 ◽  
Vol 45 (3) ◽  
pp. 211-216
Author(s):  
Paul A. Fishwick
Keyword(s):  
Computer Science ◽  
Undergraduate Curriculum ◽  
Degree Program ◽  
Lessons Learned ◽  
Special Effects ◽  
University Of Florida ◽  
Arts And Sciences ◽  
Science Degree ◽  
The Arts ◽  
The University

The advent of cinematic special effects and console gaming since the late 1990s suggests an increasing and sustained emphasis on combining elements from the arts and computer science. The author presents a 10-year synopsis of a degree program created in 2000 to build an undergraduate curriculum using this emphasis as a catalyst. The degree program has resulted in steady student enrollment over the past decade as well as a significantly higher female student participation compared with the university's other three computer science degree programs. The article presents an overview of the program, qualitative and quantitative assessments, lessons learned and recommendations for continued improvement.

scholarly journals Aboagora 2013: The Human Machine

2013 ◽  
Vol 3 (2) ◽  
pp. 1-2
Author(s):  
Ruth Illman
Keyword(s):  
Joint Venture ◽  
Human Being ◽  
Music Festival ◽  
Arts And Sciences ◽  
The Arts ◽  
Wide Range ◽  
The University ◽  
The Relationship

The editorial introduces the articles of the issue, all pertaining to the arts and sciences event, Aboagora, which gathered artists, academics and a wide range of interested listeners together to discuss the relationship between technology and the human being in Turku/Åbo in August, 2013. Aboagora is arranged as a joint venture between Turku Music Festival and scholars from the University of Turku, Åbo Akademi University and the Donner Institute.

Lessons Learned Building an Online Degree Program

2017 ◽  
pp. 172-182
Author(s):  
Ottilie F. Austin ◽  
Gail M. Hunger ◽  
Julie J. Gray
Keyword(s):  
Reading Program ◽  
Degree Program ◽  
Lessons Learned ◽  
Course Evaluations ◽  
Online Reading ◽  
Master's Programs ◽  
Course Work ◽  
History Of ◽  
Online Degree ◽  
The University

Many universities and colleges are moving courses and master's programs to online formats. The Masters of Reading program at the University of Virginia has a history of providing professional development to teachers in the Commonwealth through course work and the online Reading Degree program. This chapter will outline the growth of a state outreach master's degree program as it developed courses online beginning in 1999 and moved to a fully online degree program. The authors will discuss the importance of using a sound instructional design model and taking a close look at course evaluations to examine the design of the course and the quality of instruction. This chapter will discuss the success of our design, lessons learned and some of the challenges faced.

Perceptions of higher agricultural education toward sustainable agricultural development

2019 ◽  
Vol 10 (1) ◽  
pp. 187-202
Author(s):  
Ruth Ortega-Dela Cruz
Keyword(s):  
Agricultural Education ◽  
Educational Aspirations ◽  
The Philippines ◽  
Degree Program ◽  
Agricultural Science ◽  
Curriculum Planning ◽  
Content Type ◽  
Science Degree ◽  
The World ◽  
The University

Purpose The purpose of this paper is to explore the purposes and current outcomes of Bachelor of Agricultural Science degree program in Austria. It identifies the ability of higher agricultural education (HAE) curriculum to meet its purpose by way of validating its current outcomes. Design/methodology/approach The study used survey research design to purposively sample faculty members and graduating students under the bachelor degree program of Agricultural Science at BOKU University of Natural Resources and Life Sciences, Vienna. In addition to a self-administered questionnaire, key informant interviews were also conducted to validate the data gathered. Findings The Bachelor of Agricultural Science degree program in Austria aims to develop the student scientific understanding of theoretical and practical aspects of agriculture. The program also gears toward developing their lifelong learning skills. Analysis of the difference reveals congruence in the perceptions of agricultural education professionals and students regarding the intended and expected learning outcomes of the HAE curriculum. The findings affirm how the purposes and outcomes of HAE curriculum have been met successfully and their implications to BS Agriculture curriculum in the University of the Philippines. The findings are grounded on the firm foundations of Austrian higher education system from their strategic curriculum planning, design, and implementation to evaluation where all stages are done in consultation with the various stakeholders. Truly a community of dedicated members of the academic and administrative staff is a powerful tool toward curricular advancement in HAE institutions. Practical implications The subject of this study, in particular BOKU University, provides a concrete example that not only the University of the Philippines Los Baños but all the other agricultural universities around the world could learn from. Social implications This study serves as a springboard for the development of new and innovative models of curriculum and instruction in the Philippines and other agricultural developing countries in the world. Originality/value This is an original study that provides discussion on the link between a developed country as a possible model and a developing country in terms of HAE. It helps the HAE institutions realize the ways on how their educational aspirations will turn into reality when it comes to fulfilling their role in supplying a well-trained and productive workforce for the agricultural economy toward sustainable agriculture development in one’s own country.

Functional Mathematics—Grades Seven Through Twelve

1951 ◽  
Vol 44 (5) ◽  
pp. 297-301
Author(s):  
William A. Gager
Keyword(s):  
Mathematics Teachers ◽  
Subject Matter ◽  
Mathematics Curriculum ◽  
Secondary Mathematics ◽  
The State ◽  
Department Of Education ◽  
University Of Florida ◽  
Arts And Sciences ◽  
Secondary Mathematics Teachers ◽  
The University

Is November 1917 the Florida State Department of Education and the college of Arts and Sciences at the University of Florida sponsored a study under my direction to determine ways of improving certain parts of the present secondary mathematics curriculum. Thirty-six secondary mathematics teachers, representing all areas of subject matter, all types of schools, and all sections of the state were selected to make the study. Work on the project was begun at the University of Florida on June 14, 1948.

Literary Contributions of Catholics in Nineteenth-Century Mexico: Part Two: The Díaz Regime (1867–1910)

1945 ◽  
Vol 2 (1) ◽  
pp. 30-50
Author(s):  
Francis Borgia Steck
Keyword(s):  
Mexico City ◽  
Municipal Government ◽  
Early Age ◽  
Second Empire ◽  
Arts And Sciences ◽  
The Arts ◽  
Bar Examination ◽  
The University ◽  
The City ◽  
Made In

Another gifted writer whose name has almost passed into oblivion is Tirso Rafael Córdoba. Like Rafael Gómez, he from Michoacán, a circumstance that seems to explain why during the period we are considering these two men stood on such intimate terms of friendship and in their literary career had so many things in common. His biographer tells us that in 1853, at the early age of fifteen, Córdoba, then a student in the Seminario de Morelia, was admitted to membership in the Liceo Iturbide, a distinction conferred upon him in view of the exceptional progress he had made in the arts and sciences. Only for the disturbed times in which his youth and early manhood fell, Córdoba would have entered the priesthood, this being his intention when he studied philosophy in the Seminario Conciliar Palafoxiano in the city of Puebla. From this celebrated school he graduated with high honors and then proceeded to Mexico City where he studied canon and civil law in the Colegio de San Ildefonso and passed the bar examination in the University of Mexico. But again he became a victim of circumstances, unable to engage freely and fully in the legal and political circles for which he was so richly qualified. After the fall of the Second Empire, at which time he was Secretary General of the municipal government of Puebla, he retired from public life and thereafter took a prominent part, chiefly in Mexico City, in social and literary activities. He was one of the founders of the organization known as La Sociedad Católica and collaborated in the founding and editing of periodicals, popular as well as literary, such as La Voz de México, El Obrero Católico, El Hijo del Obrero, La Lira Poblana, La Aurora, and La Oliva.

scholarly journals THE UNIVERSITY OF WISCONSIN-MADISON’S MASTER OF ENGINEERING IN PROFESSIONAL PRACTICE (MEPP) PROGRAM: THE ROAD TO QUALITY ONLINE GRADUATE ENGINEERING EDUCATION

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Wayne P. Pferdehirt ◽  
Thomas W. Smith ◽  
Karen R. Al-Ashkar
Keyword(s):  
Professional Practice ◽  
Degree Program ◽  
Lessons Learned ◽  
Design Strategies ◽  
Course Content ◽  
The Road ◽  
University Of Wisconsin ◽  
Design Integration ◽  
Campus Residency ◽  
The University

This case study explores several key design strategies behind the University of Wisconsin-Madison’s Master of Engineering in Professional Practice (MEPP) program. Since its full-scale launch in 1999, this demanding graduate engineering degree program has achieved a graduation rate of more than 99% and has received major awards for instructional quality from the Sloan Consortium, the U.S. Distance Learning Association, and the University Continuing Education Association. This paper examines several key elements of the program’s design and practical lessons learned through the program’s first six years, during which 140 students have graduated from the two-year degree program. Distinctive elements of the program include: the program’s cohort design; integration of weekly Webconferencing with asynchronous Web-based tools; optimization of course content and format for experienced, mid-career adults; and an annual on-campus residency. Program details are available at http://mepp.engr.wisc.edu.

scholarly journals Entrepreneurship Education at Mtech, University of Maryland

Economics ◽  
2015 ◽  
pp. 1129-1153
Author(s):  
James V. Green ◽  
David F. Barbe
Keyword(s):  
New Ventures ◽  
Entrepreneurship Education ◽  
The United States ◽  
Lessons Learned ◽  
University Of Maryland ◽  
Arts And Sciences ◽  
Award Winning ◽  
Experiential Content ◽  
The University ◽  
The U.S

As universities recognize that an entrepreneurial education is an enabler, entrepreneurship is increasingly recognized as higher education's ally. Today, more than 5,000 entrepreneurship courses are offered in over 2,000 college and universities in the United States (U.S.) (Kauffman, 2009). Entrepreneurship education is extending beyond its traditional business school offerings to engineering, arts, and sciences schools as educators develop specialized, experiential content most relevant to their student populations. The Maryland Technology Enterprise Institute (Mtech), a unit of the A. James Clark School of Engineering at the University of Maryland, is a global leader in entrepreneurship education (Barbe, Green, & Chang, 2010). Mtech's award-winning programs are being replicated throughout the U.S. and abroad to serve entrepreneurial students in pursuit of new ventures. Mtech's entrepreneurship courses and programs have more than 1,000 student enrollments annually. This chapter introduces Mtech's approach to entrepreneurship education, defines the inner workings of Mtech's entrepreneurship education initiatives, and discusses best practices and lessons learned.

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