scholarly journals The Gap between Architecture Education and Architectural Profession in Iran

2020 ◽  
Vol 2 (2) ◽  
pp. 121-133
Author(s):  
Saba Hejazi
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Curriculum ◽  
Job Market ◽  
Architecture Education ◽  
Participatory Education

Many graduates of architecture attracted to the job market find a profound gap between what they have learned in college and what is being done in their career in Iran. The educational problems that make architecture graduates inefficient in the job market are identified. Then solutions are offered to reduce the gap. Four types of questionnaires were distributed to the last year undergraduate students, professors of architecture schools and professional architects and their answers and suggestions were collected. The results show that there are some solutions for bringing architecture education closer to architectural profession: 1. participatory education, 2. establishment of non-governmental organisations, 3. linking faculties of architecture with architectural offices, and 4. revision of undergraduate curriculum of architecture.

Whose History?: The Americas and Music Curricula in the United States

2021 ◽  
Vol 15 (4) ◽  
pp. 457-460
Author(s):  
M. Leslie Santana
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Curriculum Reform ◽  
Undergraduate Curriculum ◽  
The United States ◽  
Concert Music ◽  
Music Department ◽  
Theoretical Approaches ◽  
Western European ◽  
Teaching Music

One moment from the much-discussed 2017 curriculum reform in the Music Department at Harvard University has stuck with me and transformed the way I approach teaching music in higher education. In one of the meetings leading up to the revision, graduate students in the department led an activity in which attendees—who included undergraduate students, graduate students, and faculty alike—got into small groups and discussed the relative merits of three hypothetical models for the new undergraduate curriculum. Each of the models involved decentering to some extent the existing curriculum's emphasis on the history of Western European music and dominant music theoretical approaches to it. After a short while, we all gathered back together and one person from each group shared a bit about what had transpired. From the circle of desks nearest the door, an undergraduate student rose to speak and expressed enthusiasm for a broadening of curricular coverages. But, they said, their group also had some reservations about jettisoning the overall focus on Western European concert music altogether. “We still need to learn about our history,” they said, while a faculty member nodded behind them.

Comparison of a computer simulation program and a traditional laboratory practical class for teaching the principles of intestinal absorption.

1994 ◽  
Vol 267 (6) ◽  
pp. S95 ◽  
Author(s):  
D G Dewhurst ◽  
J Hardcastle ◽  
P T Hardcastle ◽  
E Stuart
Keyword(s):  
Undergraduate Students ◽  
Epithelial Transport ◽  
Undergraduate Curriculum ◽  
Computer Assisted ◽  
Knowledge Gain ◽  
Student Centered ◽  
Student Centered Learning ◽  
Before And After ◽  
Resource Requirements ◽  
Approach Working

Here we describe an evaluation of the effectiveness, compared with a traditional laboratory, of an interactive computer-assisted learning (CAL) program, which simulates a series of experiments performed using isolated, everted sacs of rat small intestine. The program is aimed at undergraduate students of physiology and is designed to offer an alternative student-centered learning approach to the traditional laboratory-based practical class. The evaluative study compared two groups of second-year undergraduate students studying a module on epithelial transport: one group worked independently using the CAL program and associated learning materials, and the other group followed a conventional practical class approach, working in the laboratory under supervision. Knowledge gain of each group was measured by means of a test consisting of a range of question types (e.g., short-answer factual, calculation, interpretation) given to students before and after the module. Student attitude to both approaches was assessed by questionnaire, and the resource requirements were also compared. It was found that the knowledge gain of both groups of students was the same, that students had a positive attitude toward using CAL programs of this type, and that the cost of the conventional laboratory-based approach was five times greater. The potential for integrating CAL programs into the undergraduate curriculum is discussed.

Leadership Development in Technology Education

2012 ◽  
Vol 2 (1) ◽  
pp. 86-98
Author(s):  
Mohammed Lahkim ◽  
Anrieta Draganova
Keyword(s):  
Information Technology ◽  
Leadership Development ◽  
Undergraduate Students ◽  
Quantitative Method ◽  
Leadership Skills ◽  
Learning Method ◽  
Job Market ◽  
Leadership Model ◽  
The Impact ◽  
Development Course

This research aims to create a methodology for the integration of leadership development in teaching Information Technology (IT) courses by using the Problem Based Learning method (PBL). The research objective was pursued through a review of important current and future leadership skills that IT students need to develop in order to meet IT job market challenges. A conceptual leadership model was developed. This research then investigated the alignment of this conceptual model with the skills requirements of the IT job market and the impact of employing the PBL approach. This study used a quantitative method of survey that was completed by undergraduate students enrolled in an IT web development course. Findings indicated that the use of PBL is an integral part of the process of daily leadership development in teaching IT courses. Students’ perceptions were studied and positive views were recorded.

scholarly journals Addressing Health Disparities in the Undergraduate Curriculum: An Approach to Develop a Knowledgeable Biomedical Workforce

2014 ◽  
Vol 13 (4) ◽  
pp. 636-640 ◽  
Author(s):  
Rocio Benabentos ◽  
Payal Ray ◽  
Deepak Kumar
Keyword(s):  
United States ◽  
Health Disparities ◽  
Health Outcomes ◽  
Healthcare System ◽  
Undergraduate Students ◽  
Life Sciences ◽  
Undergraduate Curriculum ◽  
The United States ◽  
Undergraduate Institutions ◽  
Minority Serving Institutions

Disparities in health and healthcare are a major concern in the United States and worldwide. Approaches to alleviate these disparities must be multifaceted and should include initiatives that touch upon the diverse areas that influence the healthcare system. Developing a strong biomedical workforce with an awareness of the issues concerning health disparities is crucial for addressing this issue. Establishing undergraduate health disparities courses that are accessible to undergraduate students in the life sciences is necessary to increase students’ understanding and awareness of these issues and motivate them to address these disparities during their careers. The majority of universities do not include courses related to health disparities in their curricula, and only a few universities manage them from their life sciences departments. The figures are especially low for minority-serving institutions, which serve students from communities disproportionally affected by health disparities. Universities should consider several possible approaches to infuse their undergraduate curricula with health disparities courses or activities. Eliminating health disparities will require efforts from diverse stakeholders. Undergraduate institutions can play an important role in developing an aware biomedical workforce and helping to close the gap in health outcomes.

scholarly journals Bioinformatics and the Undergraduate Curriculum

2010 ◽  
Vol 9 (3) ◽  
pp. 172-174 ◽  
Author(s):  
Mark Maloney ◽  
Jeffrey Parker ◽  
Mark LeBlanc ◽  
Craig T. Woodard ◽  
Mary Glackin ◽  
...  
Keyword(s):  
Biological Sciences ◽  
Undergraduate Students ◽  
High Throughput ◽  
Undergraduate Curriculum ◽  
Colleges And Universities ◽  
Support Staff ◽  
Faculty Members ◽  
Data Generation ◽  
Rapid Rise ◽  
The Face

Recent advances involving high-throughput techniques for data generation and analysis have made familiarity with basic bioinformatics concepts and programs a necessity in the biological sciences. Undergraduate students increasingly need training in methods related to finding and retrieving information stored in vast databases. The rapid rise of bioinformatics as a new discipline has challenged many colleges and universities to keep current with their curricula, often in the face of static or dwindling resources. On the plus side, many bioinformatics modules and related databases and software programs are free and accessible online, and interdisciplinary partnerships between existing faculty members and their support staff have proved advantageous in such efforts. We present examples of strategies and methods that have been successfully used to incorporate bioinformatics content into undergraduate curricula.

scholarly journals Introducing Rare Books into the Undergraduate Curriculum

2006 ◽  
Vol 7 (2) ◽  
pp. 94-104 ◽  
Author(s):  
Pablo Alvarez
Keyword(s):  
Undergraduate Students ◽  
Fine Arts ◽  
Undergraduate Curriculum ◽  
Harvard University ◽  
University Of Oxford ◽  
Special Collections ◽  
Rare Books

A relatively recent exchange on the Exlibris listserv inspired me to write this paper.1 Julia Walworth, Fellow Librarian at Merton College, University of Oxford, asked about other librarians’ experiences in introducing special collections—and rare books in particular—to undergraduate students.2 In a nostalgic note, several members of the list responded to Dr. Walworth's inquiry by referring to a course entitled “Fine Arts 5e” that was taught from 1915 through 1932 by George Parker Winship in the Widener Library at Harvard University.3 Other responses were more pragmatic in nature, addressing the needs of today's undergraduates. Lori N. Curtis, then Head . . .

The nexus of teaching, research and practice: perceptions and expectations of undergraduate education students in Southeast Turkey

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yelena Smirnova ◽  
Bulent Dos
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Undergraduate Curriculum ◽  
Undergraduate Level ◽  
Content Type ◽  
Research And Practice ◽  
Teaching Research ◽  
Southeast Anatolia ◽  
And Gender ◽  
Perceptions And Expectations

PurposeThis study aims to explore the perceptions and expectations of the undergraduate students toward the teaching-research-practice nexus (TRPN) and propose a framework for the integration of nexus components at each undergraduate level. It also intends to identify whether students' views differ depending on their specialization, year of study, academic performance and gender.Design/methodology/approachQuantitative analysis was employed to evaluate the views of 460 undergraduate students from faculties of education in the Southeast Anatolia region of Turkey. The data were collected through the survey with a five-point Likert scale. A t-test and one-way ANOVA were used for the analysis of data.FindingsSignificant differences in the perceptions and expectations of the undergraduate students in relation to the TRPN suggest a gap in their satisfaction with the present teaching approach. The factors influencing students' perceptions include specialization, year of study and academic performance. Student expectations of the TRPN are affected by their specialization and GPA. The influence of gender was not confirmed.Research limitations/implicationsThe lack of previous research on the TRPN creates a need for further development in this area of study. The sample limited to education faculty in one region precludes generalization of the findings beyond the study setting.Practical implicationsThe present study provides preliminary information for education faculties on how to meet students' learning expectations through proportional integration of the TRPN components into the undergraduate curriculum.Originality/valueThe study contributes to the ongoing debate and scarce literature on the TRPN at the undergraduate level and proposes an original framework for linking teaching, research, and practice.

scholarly journals Coauthors and Collaborations

2016 ◽  
Vol 62 (1) ◽  
pp. 3-18
Author(s):  
Ronald G. Ehrenberg
Keyword(s):  
Division Of Labor ◽  
Undergraduate Students ◽  
Large Scale ◽  
Job Market ◽  
Doctoral Study ◽  
Reflective Essay ◽  
Area Of Study

This personal reflective essay summarizes and explains why the frequency with which I have coauthored research has varied over my career and discusses the reasons that my coauthored publications and collaborations have arisen. The reasons include research that arises from casual conversations with colleagues, the sharing of data both as a donor and as a recipient, invitations to participate in large-scale projects, the division of labor and working with people with complementary skills and personalities, educating graduate and undergraduate students and the desire to give the former a leg up in the job market and to encourage the latter to pursue doctoral study, discussions with my wife about issues she faced as a teacher and administrator in public K12 education, and efforts to magnify my impact on an area of study by convening conferences, commissioning papers, and seeing conference volumes through to publication.

Design in the Thermal Fluids Engineering

2004 ◽  
Author(s):  
Sadegh M. Sadeghipour ◽  
Mehdi Asheghi
Keyword(s):  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Integrated Approach ◽  
Thermal Engineering ◽  
Engineering Curriculum ◽  
Job Market ◽  
Design Engineers ◽  
Thermal Fluids ◽  
Design Competition

Design is seen as the magic word and being a design engineer is considered to be the key to success in the job market by many of the mechanical engineering students. However, it is always assumed that the mechanical systems not the thermal engineers are indeed design engineers by education and practice. This notion probably stems from the fact that most of the thermal fluid courses in mechanical engineering curriculum seem to have been defined and developed to prepare undergraduate students for going to graduate school rather than the job market. The undergraduate courses usually emphasize on the theories with less attention to the design and application aspects. Perhaps, the responsibility of thermal engineering educators is to correct this notion by emphasizing more on the application and design in the existing courses or alternatively to develop and offer new courses on more applied topics. In this paper, we will report an integrated approach in teaching topics in fins and fin assemblies, which includes class lectures, laboratory experiments, ANSYS simulations and design competition. In this manuscript, we will report on the details of this approach including the procedures, methods, our observations, and the students’ feedbacks.

scholarly journals Global and interdisciplinary perspectives on human rights and other global justice issues in the university curriculum. Diversity Research Symposium 2017

2018 ◽  
Author(s):  
Margaret L. Signorella ◽  
Veronica Montecinos ◽  
Elizabeth Mazur ◽  
MaryEllen Higgins
Keyword(s):  
Undergraduate Students ◽  
Global Justice ◽  
Political Representation ◽  
Undergraduate Curriculum ◽  
Global Perspectives ◽  
Successful Model ◽  
University Curriculum ◽  
Global Challenges ◽  
The University ◽  
Local Perspectives

A major challenge of teaching US students using a global, interdisciplinary perspective is encouraging students to expand their local perspectives and focus. Global challenges (i.e. demographic and migratory trends, political representation) have made more urgent the need for more inclusive analytical viewpoints. For both practical and philosophical reasons, we eschewed a reliance on study abroad as a means to cross global boundaries and break down barriers. We illustrate one successful model for incorporating interdisciplinary and global perspectives in the undergraduate curriculum with a long-standing campus initiative (Teaching International; 2004-present). We also present data on impact from surveys of undergraduate students.

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