Religious Studies and the public university: A case study at Arizona State University

1995 ◽  
Vol 7 (2) ◽  
pp. 393-406 ◽  
Author(s):  
Linell E. Cady
Keyword(s):  
Public University ◽  
Religious Studies ◽  
State University ◽  
Arizona State University ◽  
The Public

scholarly journals The Strengthening of Religious Tolerance through Islamic Education Learning Based on Nonviolence Culture in Public University

2021 ◽  
Vol 4 (2) ◽  
pp. 232-244
Author(s):  
Siti Mutholingah
Keyword(s):  
Data Collection ◽  
Cultural Values ◽  
Religious Education ◽  
Educational Institution ◽  
Public University ◽  
The State ◽  
Religious Tolerance ◽  
State University ◽  
The Public

The public university is an educational institution with heterogeneous and multicultural socio-religious and cultural background conditions for students, including the State University of Malang (UM). The problem that multicultural and multireligious campuses often face is intolerant behavior that allows acts of violence to occur. Nevertheless, interestingly, this does not happen at UM. That is because UM seeks to develop a tolerant attitude of students through Islamic religious education with a culture of non-violence. The aims of this study are: (1) to find out what nonviolence cultural values ​​exist in UM, and (2) what efforts are made by UM to strengthen religious tolerance through Islamic religious education with a culture of nonviolence. This qualitative research applies a case study with data collection techniques through interviews, observation, and documentation. Data analysis includes data collection, condensation, data display, and concluding. The results of this study, namely: (1) The values of the non-violent culture that is being developed by the State University of Malang (UM) are: (a) Rahmatan Lil'alamin values, (b) Peacebuilding values, and (c) Tolerance-values. (2) The strengthening of religious tolerance through non-violent culture through PAI learning at UM includes: (a) The PAI learning process is carried out in the classroom learning directly (2 credits) and in the form of Tafaqquhfiidiinil Islam (TDI) activities which are including public lectures PAI learning and intensive guidance on reading the Qur'an (1 credit) for a total of credit is 3. (b) Through Qur'an Study Club, and (c) Seminar activities on multiculturalism, tolerance, and religious harmony.

On Theology in the Academy

2019 ◽  
Vol 48 (1-2) ◽  
pp. 15-19
Author(s):  
Jason Blum
Keyword(s):  
Public University ◽  
Religious Studies ◽  
Cutting Edge ◽  
The Public ◽  
Recent Developments

Recently, theology has garnered renewed attention in the academy. For various reasons, both theologians and some religious studies scholars have argued that theology deserves to be brought into greater dialogue with other disciplines, and some have even argued that theology ought to be taught in the public university. There are interesting arguments to be made that theology is more similar to other disciplines than might initially be supposed, and even that it is at the cutting edge of certain recent developments in scholarship more broadly. There are also, however, noteworthy barriers to incorporating theology more fully into the academy, and these may present significant challenges to inter-disciplinary dialogue and the possibility of productive exchange between theology and other areas of research.

scholarly journals Seven Motivations of Students Selecting Department of Islamic Teaching Education in Public University

2020 ◽  
Vol 2 (1) ◽  
pp. 45-55
Author(s):  
Yunus Rahawarin ◽  
Engkizar ◽  
Rosniati Hakim ◽  
Widia Wahana Sari ◽  
Nadia Sri Ramdani ◽  
...  
Keyword(s):  
Sampling Technique ◽  
Public University ◽  
State University ◽  
Case Study Approach ◽  
Case Study Design ◽  
Study Approach ◽  
Job Opportunities ◽  
Strong Motivation ◽  
Depth Interviews

Choosing a career as an Islamic teacher has many challenges as well as fun, not everyone is interested in this profession except those who have strong motivation. This study aims to find out the real motivation of students to select department of Islamic teaching education in public university, even though this department is widely offered by state and private Islamic universities. This study uses qualitative methods with a case study approach (case study design). Sources of data were taken from thirty informants through in-depth interviews selected using a purposive sampling technique, all informants were active students who chose the department of Islamic teaching education at Padang State University in 2017, 2018 and 2019. All interviews were analyzed thematically using the NVivo 10 qualitative analysis software. The results of the analysis showed that there were seven motivations of students to select department of Islamic teaching education. Those seven motivations are: i) self-will, ii) parents' encouragement, iii) choice to become a religious teacher, iv) job opportunities after graduation, v) desire to study at public universities vi) opportunity to spread dakwah, vii) to deepen Islamic knowledge. The results of this study can be used as preliminary data for subsequent researchers to examine this problem in different contexts and issues.

“I’ve Never Had to Do This on My Own”

2021 ◽  
pp. 95-109
Author(s):  
Kevin Correa ◽  
Sylvia Symonds
Keyword(s):  
College Students ◽  
Student Retention ◽  
Emerging Adults ◽  
First Generation ◽  
First Generation College Students ◽  
State University ◽  
Arizona State University ◽  
Additional Information ◽  
First Generation College

Receiving an acceptance letter to college can be both exciting and daunting for many students. For some, attending college has been an expectation since birth, but for others they will be the first in their family to attend. This chapter identifies ways to support emerging adults, including advising, mentoring, and coaching as they transition to the college campus and remain to complete their studies. Additional information on the challenges faced by first-generation college students is provided as well. The case study describes the First-Year Success (FYS) Center at Arizona State University. Guiding questions help readers consider how they might increase student retention and success at their own institutions.

scholarly journals Changes Required to Sustain a Best Value Environment

2020 ◽  
Vol 7 (1) ◽  
pp. 26
Author(s):  
Antoinette Bos ◽  
Dean Kashiwagi ◽  
Isaac Kashiwagi
Keyword(s):  
Risk Mitigation ◽  
Professional Services ◽  
Main Stream ◽  
Full Time ◽  
State University ◽  
Arizona State University ◽  
Best Value ◽  
Private Entity ◽  
And Control

The BV environment was introduced into the Netherlands in 2004. By 2008 testing was being done by a partnership between Arizona State University and Scenter (private entity led by Sicco Santema). In 2010, the $1B fast track projects were procured by the Rijkswaterstaat, using the Best Value Procurement. By 2015, instead of the BV approach being treated as just another option, NEVI, the Dutch professional procurement group (third largest procurement group in the world) designated the Best Value Procurement as one of the main stream procurement approaches, and hired a full time Director to guide their Best Value Procurement training programs. However, in three major areas: IT delivery, professional services and the medical arena, buyers and larger-traditional vendors were having difficulty adapting to the approach. The BV approach utilizes the expertise of experts to replace the need for owner management, direction and control (MDC). However, a stumbling block occurred, when a “Best Value” vendor was selected, but did not have their detailed plan as a baseline from which they could identify risk that was outside of their control, their risk mitigation plan, and a simple way to create transparency to help the client/user. This is a case study that shows how the Best Value Approach was requiring a paradigm shift with both the user and the vendor, which neither party was well-prepared for.

An Urban Ecological Journey

2016 ◽  
Author(s):  
Nancy B. Grimm
Keyword(s):  
Principal Investigator ◽  
Full Professor ◽  
Forest Site ◽  
State University ◽  
Arizona State University ◽  
The Public ◽  
Urban Research ◽  
Ecosystem Science ◽  
Central Arizona

A long-term approach is definitive for my career, which has evolved at a single place over more than 30 years. But the Long-Term Research Ecology (LTER) program, and especially its urban research, has broadened my thinking far beyond the boundaries of the ecosystem science tradition in which I was trained. I have added to my expectations of students that they learn collaboration, use a diversity of approaches, explore existing data, and document and archive their own data. I anticipate that they will find careers in a broader diversity of areas than academia. The urban research in the LTER program has provided an incentive for me to work on communicating with the public, educators, students, and practitioners. I am still learning but am much more motivated than previously to reach out to these communities. Collaboration is standard practice for ecosystem science but the LTER program has expanded the types of scientists with whom I collaborate as well as the extent of my external collaborations. My decision to lead the Central Arizona–Phoenix (CAP) LTER project was therefore life-changing in extending the horizons of my science, mentoring, collaborations, and outreach. Since 1997, when the CAP program began, I have been involved in the LTER program. I was the original principal investigator, and Charles Redman and I were codirectors from 1997 to 2010. In 2010, after successfully renewing the CAP project, I took a 2-year hiatus to work at the National Science Foundation (NSF). I returned in 2012 and am currently the principal investigator and sole director. This has been my only involvement in the LTER program throughout my career, although as an undergraduate, I conducted research at what was to become the H. J. Andrews Experimental Forest site. I am trained as a stream ecologist and biogeochemist, and I have been at Arizona State University (ASU) for my entire graduate and postgraduate career. Currently I am a professor, having moved through ranks, first as a non–tenure track research faculty member, then as an “academic professional,” and finally as an associate and then full professor. I lead somewhat of a double life, scientifically.

scholarly journals The Role of the Public University of Navarre in Achieving the 1st SDG for the End of Poverty

2021 ◽  
Vol 13 (17) ◽  
pp. 9795
Author(s):  
Lucía Martínez-Virto ◽  
Begoña Pérez-Eransus
Keyword(s):  
Sustainable Development Goals ◽  
Applied Research ◽  
Public University ◽  
Sustainable Cities ◽  
The Public ◽  
Research And Teaching ◽  
Development Goals ◽  
Training Research

The end of poverty is the first of the 17 sustainable development goals of the United Nations. Universities are strategic spaces for promoting the SDGs, from training, research, and outreach capacity to implementing sustainable actions, helping to reduce inequalities and, significantly, promoting sustainable cities and communities. This article aims to answer how the Public University of Navarre contributes to promoting the 1st SDG, what mechanisms for the end of poverty endorses in its territory, and what can we learn from these experiences. To this end, a case study has been carried out based on qualitative techniques. This work analyzes the strategies implemented, such as incorporating social clauses for responsible recruiting, the development of applied research and teaching or network participation. From this example, some engaging lessons will be extracted to address this issue in other contexts, promoting their consolidation and identifying the obstacles that may hinder their spread.

GOVERNANCE ASSESSMENT: A CASE STUDY IN THE PUBLIC UNIVERSITY OF ECUADOR

2021 ◽  
Author(s):  
Ximena Peralta ◽  
Wilson Morquecho ◽  
Anahí Briozzo
Keyword(s):  
Public University ◽  
The Public
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