scholarly journals AN INDIVIDUAL APPROACH TO TEACHING BUSINESS WRITING TO FIRST-YEAR INTERNATIONAL STUDENTS AT RUSSIAN UNIVERSITIES

2020 ◽  
Keyword(s):  
International Students ◽  
First Year ◽  
Business Writing ◽  
Individual Approach ◽  
Teaching Business ◽  
Approach To Teaching ◽  
Russian Universities

scholarly journals A New Approach To Teaching Business Writing: Writing Across The Core -A Document Based Curriculum

2015 ◽  
Vol 8 (2) ◽  
pp. 131-138
Author(s):  
Teresa D. Hutchins
Keyword(s):  
New Jersey ◽  
Writing Across The Curriculum ◽  
Business Writing ◽  
New Approach ◽  
The Core ◽  
Teaching Business ◽  
Approach To Teaching ◽  
The Creation ◽  
Course Sequence ◽  
College Of New Jersey

This paper describes the transition that the Anisfield School of Business of Ramapo College of New Jersey made from a conventional Writing Across the Curriculum approach to a Writing Across the Business Core approach. The impetus for the change is explained as well as the creation and design of the program. The document driven program is analyzed, with special emphasis on faculty buy in. The rationale for the documents chosen is provided as is the logic behind the course sequence. The paper concludes with the results of the first assessment of the program.

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

The Application of American Models to the Experiences and Outcomes of Canadian and International Students Studying in Canada

2005 ◽  
Vol 11 (1) ◽  
pp. 71-97 ◽  
Author(s):  
J. Paul Grayson
Keyword(s):  
Academic Achievement ◽  
International Students ◽  
Pilot Study ◽  
Student Outcomes ◽  
First Year ◽  
Program Satisfaction ◽  
Canadian Universities ◽  
General Utility ◽  
American Students ◽  
The Us

In order to test the general utility of models developed in the US for explaining university outcomes of Canadian and international students, a three year study is currently underway at four Canadian universities. As a first step in this research, a pilot study with two objectives was conducted at York University in Toronto. The first objective is to compare the experiences and outcomes of domestic and international students in their first year of study. The second objective is to test the applicability of a parsimonious general model of student outcomes derived from examinations of American students to Canadian and international students studying in Canada. The specific outcomes examined are academic achievement, credit completion, and program satisfaction in the first year of study.

scholarly journals BSc curricula in Architecture A comparison of The Netherlands: TU-Delft, TU-Eindhoven; Switzerland: ETH- Zürich; Belgium: KU-Leuven; Germany: TU-Berlin; Denmark: Aalborg-University; Italy: Roma 3; Spain: ETSAM Madrid, Portugal: University of Coimbra.

2013 ◽  
Author(s):  
Willemijn Wilms Floet
Keyword(s):  
International Students ◽  
The Netherlands ◽  
Design Education ◽  
First Year ◽  
Academic Education ◽  
Bachelor Of Science ◽  
Study Programme ◽  
Similarities And Differences ◽  
The Moment ◽  
Labor Specialization

At the moment the Faculty of Architecture in Delft counts over 3000 students. Yearly 600 first year fresh students were admitted until September 2011. A numerus clausus has already reduced this number to 450 and seems to work as a preventative measure. The current Delft agenda for the revision of the BSc curriculum is a triple one. The actualization of the ‘building assignment’ in the contemporary perspective of the profession is the first reason for reviewing the programme.  Sustainability and the shifted economic situation are changing the upcoming practice in scale, strategy and programme.  Virtual techniques and division of labor (specialization) are developing topics. The second reason for reflection is about shaking up ‘design education methodology’, which could be considered as periodical maintenance. The third and in fact leading reason for change comes from the political pressure to improve the ‘study success ‘ of our students.  In the Netherlands only 20 % of the university  grade students in technology succeeds to obtain the diploma for the three years BSc in four years’ time. The situation at our faculty is even worse: 17%. The aim is to improve this percentage up to 70%. The BSc curriculum will be restructured thoroughly from September 2013.   A national fund to promote and improve academic education in technology (WO Sprint) gave us the opportunity to carry out a comparative study on the curricula of schools of architecture as a mirror for our programme. Since 30 % of our MSc programme is composed of international students an European perspective is obvious.  Moreover, the final attainment level of the curricula is becoming a European matter. For the comparison we decided to select schools of architecture which are comparable to ours: education into a Bachelor of Science  (not a Bachelor in Arts), number of students and culture.   The questions we hope to answer are: What are the generalities and particularities, the similarities and differences of curricula  in Architecture? Which is the main content of the curricula? What is the main structure of the study programme? Which are the main (didactical) principles structuring the programme? Special attention is given to the content,  structure and organisation of design education.   Curricula are complex matters.  Most course programmes are a result of ‘faculty tradition’ and the backgrounds are not always explicit: for this comparison the principles were mainly interpreted from practice. Data were collected from a questionnaire,  course-descriptions, visitation reports and interviews with visiting teachers and international students studying in Delft. The curricula are mapped in diagrams, providing a very clear visual overview . The similarities and differences between schools of architecture are presented by a series of polarities as a range, structured in three categories: profile, programme structure, didactical principles.

The challenge of teaching business logistics to international students

2013 ◽  
Vol 46 (24) ◽  
pp. 463-470
Author(s):  
Eliana Terezinha Pereira Senna ◽  
Luiz Afonso dos Santos Senna ◽  
Rafael Mozart da Silva
Keyword(s):  
International Students ◽  
Teaching Business ◽  
Business Logistics

What Is Cheating?

2017 ◽  
pp. 1-34 ◽  
Author(s):  
Donna M. Velliaris
Keyword(s):  
International Students ◽  
Education Institution ◽  
Academic Misconduct ◽  
Bachelor's Degree ◽  
First Year ◽  
Online Questionnaire ◽  
Business Information ◽  
Entry Requirements ◽  
New Students ◽  
Insight Into

The Eynesbury Institute of Business and Technology (EIBT) is one of a growing number of private providers partnering with universities to attract international students early in their commitment to tertiary studies. EIBT offers diploma programs that comprise the equivalent courses as the first-year of a Bachelor's degree in Business, Information Technology (IT), or Engineering at the destination Higher Education Institution (HEI). EIBT provides a period of academic acculturation for international students whose English proficiency and/or previous academic results are below direct entry requirements. In 2015, 200+ ‘new' students were required to complete a mandatory online questionnaire during orientation. First-person narrative data was derived from students' responses to the open-ended question: What is cheating and why is it wrong? The findings provide insight into their understandings, which has helped facilitate opportunities for faculty to mitigate opportunities for academic misconduct in the context of this Institute.

Teaching Large Groups

2011 ◽  
pp. 176-191
Author(s):  
Andrea. Chester ◽  
Andrew Francis
Keyword(s):  
Student Performance ◽  
Undergraduate Students ◽  
Mixed Model ◽  
First Year ◽  
Research Issues ◽  
New Approach ◽  
Mixed Model Approach ◽  
Face To Face ◽  
Approach To Teaching ◽  
Large Groups

This chapter describes the experiences of the authors as lecturers in the development of a new approach to teaching large groups of first-year undergraduate students in psychology. Drawing on constructivist and instructivist approaches, our mixed model incorporates both face-to-face and online components, capitalising on the relative strengths of each. Online material, with a strong emphasis on active engagement, is used to introduce students to the content before undertaking a more detailed reading of the key theoretical and research issues in the textbook. With this introduction to the material, lectures function as a “Review and Discussion” session rather than a didactic monologue. Outcomes of the mixed method suggest no adverse effects on student performance, and staff and students evaluate the new approach favourably. The mixed model approach to teaching large groups is one that might be adapted for a range of disciplines and content.

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