Utah Valley University: A Continuing Culture of Transformation

2019 ◽  
Vol 29 (2) ◽  
pp. 145-149 ◽  
Author(s):  
Maureen Snow Andrade
Keyword(s):  
Student Success ◽  
Teaching And Learning ◽  
Background Information ◽  
Engaged Learning ◽  
Carnegie Classification ◽  
Trade School ◽  
History Of ◽  
Pedagogical Innovations ◽  
The University ◽  
Changing Demographics

Utah Valley University is a large, regional, open-admission institution with growing enrollments and changing demographics. It has a history of transformation and change, beginning as a trade school in 1941 and evolving to a university in 2008. This article illustrates how the university has engaged in on-going strategic planning to anticipate and effectively manage threats and opportunities. The article begins with background information and statistics about the university and the Woodbury School of Business, explains how the university has leveraged its elective Carnegie classification as a community engaged institution, and shares examples of transformations in teaching and learning to enable student success. It then illustrates how the university’s Woodbury School of Business has paralleled the directions of the university to build capacity among its faculty for engaged learning and pedagogical innovations. The article ends with a summary of key outcomes and thoughts on the sustainability of transformation.

scholarly journals Evolución histórica del proceso de enseñanza aprendizaje del inglés en Carreras Técnicas de la Universidad Estatal del Sur de Manabí, Ecuador

2017 ◽  
Vol 2 (3) ◽  
Author(s):  
Jaime Walter Cañarte Ávila ◽  
Ned Quevedo Arnaiz ◽  
Nemis García Arias
Keyword(s):  
Teaching And Learning ◽  
Research Work ◽  
Historical Analysis ◽  
Palabras Clave ◽  
History Of ◽  
Technical Functions ◽  
Technological Improvements ◽  
The University ◽  
The Way ◽  
Learning English

Este trabajo investigativo tiene como objetivo determinar las etapas en la enseñanza y el aprendizaje del inglés para las carreras de corte técnico en la Universidad Estatal del Sur de Manabí, Ecuador. Para ello, se basa en el análisis histórico del proceso de enseñanza aprendizaje del inglés, y se analiza y sintetiza actividades en diferentes momentos evolutivos para caracterizar el tratamiento que se le ha brindado a la expresión oral. El mismo se ha dividido en tres períodos a partir de los indicadores establecidos hasta llegar a la tercera etapa comunicativa,  con  los  adelantos  tecnológicos  como  laboratorios  de  idiomas,  pantallas gigantes y proyectores, que modificaron la forma de enseñar y aprender   el inglés en la Universidad y que continúan desarrollando la expresión oral en inglés. Palabras Clave: aprendizaje del inglés, expresión oral, enfoque comunicativo The history of the English teaching and learning process in technical majors in  “Universidad Estatal del Sur de Manabí, Ecuador”   Abstract This research work aims at determining the stages of teaching and learning English for majors with technical functions in “Universidad Estatal del Sur de Manabí, Ecuador”. It is essentially based on the method of historical analysis, but the activities in the different evolutionary stages are analyzed and synthesized as well to characterize the treatment given to speaking. It has been divided into three periods taking into account the different aspects considered for the analysis up to the present third stage, the communicative stage, and 7 in which interaction has been communicative and the method was finally replaced by the communicative approach with technological improvements as labs, giant screens and projectors. These modifications have changed the way of teaching and learning English at the University and the way speaking in English is developed. Keywords: English learning, speaking, communicative approach  

Archival Research in Antananarivo, Madagascar: The National Archives

1997 ◽  
Vol 24 ◽  
pp. 413-429
Author(s):  
Jeffrey C. Kaufmann
Keyword(s):  
Background Information ◽  
Colonial Administration ◽  
Archival Research ◽  
National Library ◽  
National Archives ◽  
History Of ◽  
Finding Aids ◽  
Head Of Government ◽  
The University ◽  
Research Facilities

The Malagasy proverb “You can't catch a locust if your armpit is not close to the ground” (Ny valala tsy azo raha tsy andrian'elika) perhaps characterizes archival research in Antananarivo, the capital of Madagascar. There are at least eight research facilities with archival materials in town: the National Archives (Foiben'ny Arisivam-Pirenena Malagasy); the Academie Malgache; CIDST (Centre d'Information et de Documentation Scientifique et Technique); the National Library (Tranomboky-Pirenena); the University Library; and three church archives (American Lutheran, Norwegian Lutheran, and Catholic). In this paper I give some background information on the collections in the National Archives, outline how to use the facilities, provide an annotated bibliography of the finding aids there, and give some tips for one's stay in Antananarivo.Madagascar's National Archives inherited many documents from the monarchical period. At the beginning of the colonial administration, the French deposited royal documents at the Queen's Palace (Rova) in Antananarivo. During their occupation they added documents from the territorial and central administrations. The whole collection was transferred to French headquarters before the Malagasy direction of Civil Affairs was created. On 1 March 1958 the Service des Archives de Madagascar was instituted. From then on, the archives have been under the jurisdiction of the head of government.The National Archives are remarkable for their materials on the following topics: the history of the Malagasy people; their customs and practices; and their way of thinking that distinguishes them from the majority of other people. Moreover, the National Archives have collections that do not exist in other libraries, such as the Academie Malagasy and CIDST.

Opportunities and Challenges of Emerging Technologies in Higher Education

2012 ◽  
pp. 91-104
Author(s):  
P. Thomas
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
New Technology ◽  
University Of Botswana ◽  
Increasing Demand ◽  
Pedagogical Innovations ◽  
The University

Recent unprecedented advances in digital technologies and their concomitant affordances in education seem to be a great opportunity to adequately address burgeoning demand for high quality higher education (HE) and the changing educational preferences. It is increasingly being recognised that using new technology effectively in HE is essential to prepare students for its increasing demand. E-learning is an integral component of the University of Botswana’s teaching and learning culture, however, teachers who are from a traditional educational system are often ill-prepared to change their role from the all-knowing “sage on the stage” who operated under the “transmission” model, to the “guide on the side” which adopts new technologies effectively for student learning. Therefore, this paper argues that one of the ways to achieve substantial pedagogical innovations is to bring a significant change in the understanding of the processes of the scholarship of teaching and learning (SoTL). This paper explores new directions for conducting scholarly activities at the University of Botswana (UB) to address the needs of today’s students, concluding with a call for a collaborative approach to teaching, research, and publishing to enhance student learning experience in diversified and socially rich collaborative learning contexts.

scholarly journals 2008 APSA Teaching and Learning Track Summaries—Introduction

2008 ◽  
Vol 41 (03) ◽  
pp. 613
Keyword(s):  
High School Teachers ◽  
Teaching And Learning ◽  
Group Model ◽  
San Jose ◽  
School Teachers ◽  
College And University ◽  
Working Groups ◽  
Pedagogical Innovations ◽  
The University ◽  
Political Science Education

The 2008 Teaching and Learning Conference (TLC) was held on February 22–24, 2008, in San Jose, California. This year marks the fifth annual TLC. The conference uses the Working Group model, permitting in-depth discussion and debate amongst colleagues on research dealing with the scholarship of teaching and learning. In addition to the 12 Working Groups, there were workshops on various topics. This year there were over 300 registrants, including college and university faculty, graduate students, high school teachers, nonprofit representatives, and others. Michael Brintnall and Kimberly Mealy of APSA offered welcoming remarks. APSA President Dianne Pinderhughes, University of Notre Dame, was the 2008 TLC opening speaker. Dr. Luis Fraga, former APSA council member and associate vice provost of the University of Washington, delivered the keynote address “The Responsibilities of Leadership: Political Science Education for the 21st Century.” The closing program featured short presentations from the chair of the Programming Committee, Sherri Wallace, and from each track moderator. It is our hope that the ideas generated and shared at the TLC will help to foster debate, research, and pedagogical innovations within the discipline.

scholarly journals THE EVOLUTION OF UNIVERSITY CORE COURSE: FROM THE HISTORY OF NATION BUILDING OF MALAYSIA TO THE APPRECIATION OF ETHICS AND CIVILIZATION

2021 ◽  
Vol 6 (39) ◽  
pp. 166-181
Author(s):  
Mohd Sohaimi Esa ◽  
Romzi Ationg ◽  
Irma Wani Othman ◽  
Mohd Kamal Mohd Shah ◽  
Muhammad Safuan Yusoff ◽  
...  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Nation Building ◽  
Ethnic Relations ◽  
The Core ◽  
Core Courses ◽  
History Of ◽  
The University ◽  
Core Course

University core courses are the foundation courses prescribed by the university. Students are required to take and must pass this course. At the Universiti Malaysia Sabah (UMS), one of the university's core courses in the History of the Nation Building of Malaysia, a course that was introduced in parallel with the establishment of UMS in 1994. This course is being offered by the Centre for the Promotion of Knowledge and Language Learning (CPKLL) for undergraduate students in UMS. In 2004, this course renamed the History of the Nation Building of Malaysia and later replaced by a newly introduced course namely Ethnic Relations in 2008. Subsequently, this core course has renamed the Appreciation of Ethics and Civilization in 2020. This paper discusses the evolution of the core courses by focusing on the synopsis, objectives, and content of these three courses, as well as the teaching and learning methods. The discussion is largely a descriptive narrative and descriptive-analytical based on the analysis of primary and secondary texts, as well as the experience and observations of the author in conducting the core course. Thus, the study found that the university's core courses are dynamic and flexible, as well as in line with current needs and requirements in an effort to meet the components of Malaysian nationhood.

scholarly journals Realizing Partnership Potential: A Report on a Formal Collaboration Between a Teaching and Learning Centre and Libraries at the University of Toronto

2015 ◽  
Vol 8 ◽  
pp. 191 ◽  
Author(s):  
John Bolan ◽  
Patricia Bellamy ◽  
Carol Rolheiser ◽  
Joanna Szurmak ◽  
Rita Vine
Keyword(s):  
Student Success ◽  
Professional Education ◽  
Teaching And Learning ◽  
University Teaching ◽  
Learning Goals ◽  
Academic Librarians ◽  
University Of Toronto ◽  
Teaching Support ◽  
Teaching Learning ◽  
The University

In 2010, the University of Toronto’s Centre for Teaching Support & Innovation (CTSI) and University of Toronto Libraries (UTL) jointly launched Partnering for Academic Student Success (PASS), a partnership to foster new opportunities for collaboration between academic librarians and those involved in developing excellence in university teaching. This article describes the challenge of professional education in support of the teaching mission for librarians, and a partnership designed to address this need.  The article reports on the genesis, goals, and key principles contributing to the partnership’s success, while discussing implications and recommendations for those seeking to develop similar programs of intentional collaboration that enable teaching/learning goals.

scholarly journals Old Pedagogies for Wise Education: A Janussian Reflection on Universities

Philosophies ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 64
Author(s):  
Zane M. Diamond
Keyword(s):  
Teaching And Learning ◽  
Scaling Up ◽  
Essential Elements ◽  
Higher Learning ◽  
Learning Modalities ◽  
Institutions Of Higher Learning ◽  
History Of ◽  
The University ◽  
Methodological Aspects ◽  
Key Terms

This paper presents a synthesis of time-honoured pedagogical approaches to develop wisdom suitable to address the urgent problem-solving requirement of the modern university. During these last 30 years, I have employed a range of critical, interpretivist, qualitative research methods to examine archival and archaeological evidence and conduct cross-cultural and often comparative and international case studies to study wisdom. My central concern has been to understand how teachers across diverse locations throughout history have learned to develop wisdom and how they have educated others to such understandings. As part of this work, I examined the modern university and its capacity to engage with local knowledge and wisdom. Over the course of analysis, I find that one of the constraints of scaling up institutions for learning wisdom into the now global model of the university is that universities have forgotten how to develop wisdom in the race towards industrialisation, colonisation, and neo-liberalism within the scientific paradigm. One of the early sacrifices of such scaling up was the ability of the university to preserve an intention to develop the wisdom of its students. Therefore, distant memory now is the ideation of wisdom that many societies and civilisations, and their institutions of higher learning, are in danger of forgetting the pedagogical pathway to do so. The paper begins with an examination of the long history of pedagogies for the development of wisdom. I then briefly discuss the methodological aspects of this paper and explain my key terms: information, knowledge and wisdom, followed by an examination of wisdom through the lens of the teaching and learning modalities of the Oral, Written, and Printing. My synthesis of wisdom artefacts and stories about pedagogy suggests that while wisdom is individually sensed, understood, and lived phenomenologically, its meaning is latent, socially agreed, and constrained in terms of how and if universities might cultivate its essential elements. Taking a Janussian backward- and forward-looking view, I propose a remembering and reconnecting approach to educating for wisdom through purposeful consideration of what we know about time-honoured pedagogies for teaching and learning wisdom, what are its current constraints, and what are its future opportunities in the university into the new postmodern, planetary, virtual education era.

2009 APSA Teaching and Learning Conference Track Summaries

2009 ◽  
Vol 42 (03) ◽  
pp. 575-587
Keyword(s):  
Civic Engagement ◽  
Digital Media ◽  
Teaching And Learning ◽  
Group Model ◽  
Baltimore County ◽  
University Of Maryland ◽  
Cornell University ◽  
Working Groups ◽  
Pedagogical Innovations ◽  
The University

The sixth annual Teaching and Learning Conference (TLC) was held February 6–8, 2009, in Baltimore, Maryland, with nearly 300 registrants. The conference uses the working-group model, permitting in-depth discussion and debate amongst colleagues on research dealing with the scholarship of teaching and learning. In addition to the 11 working groups there were workshops on various topics. Michael Brintnall, APSA executive director, and Kimberly A. Mealy, APSA director of Educational, Professional and Minority Initiatives, offered welcoming remarks. John Jeffries, dean of the College of Arts, Humanities, and Social Sciences at the University of Maryland, Baltimore County, was the opening speaker, and APSA president Peter Katzenstein, Cornell University, spoke at the opening reception. Joseph A. Kahne, the Abbie Valley Professor of Education, dean of the School of Education, and director of the Civic Engagement Research Group at Mills College, delivered the keynote address titled “Teaching, Digital Media, and Civic Engagement: Evidence and Strategies.” The closing program featured a short presentation from the chair of the Programming Committee, Russell Mayer. It is our hope that the ideas generated and shared at the TLC will help to foster debate, research, and pedagogical innovations within the discipline.

scholarly journals The power of a partnership approach: the tripartite relationship between academics, academic skills staff and students

2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Poppy Frances Gibson ◽  
Robert Morgan ◽  
Andrew Sinclair ◽  
Rachael Hartiss ◽  
Agnieszka Kosek ◽  
...  
Keyword(s):  
Student Success ◽  
Student Outcomes ◽  
Teaching And Learning ◽  
Academic Skills ◽  
Innovative Approach ◽  
Student Relationships ◽  
The University ◽  
Partnership Approach ◽  
Tripartite Relationship

This reflection piece shares the innovative approach to an embedded skills model on an accelerated two-year BA programme. At the University of Greenwich annual teaching and learning conference (SHIFT), in 2020, a collaborative team from the degree course presented a case study on this model. This article explores how, through such partnerships, student success can be promoted and student outcomes can shine. Living and teaching through a pandemic has highlighted the importance of staff and student relationships to ensure success.

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