scholarly journals Pedagogy, not policing. Positive approaches to academic integrity at the university.

2009 ◽  
Vol 5 (1) ◽  
Author(s):  
Ursula McGowan
Keyword(s):  
Active Learning ◽  
Graduate School ◽  
Academic Integrity ◽  
Teaching Practice ◽  
The Future ◽  
Syracuse University ◽  
Primary Focus ◽  
The University

At last, here is a complete volume that aims to promote a series of positive and educationally sound approaches to academic integrity that are, to my mind, long overdue. The book is, as the editors point out, the product of the Future Professoriate Program (FPP) of the Syracuse University Graduate School. Its aim is to inspire readers to “feel affirmed as educators”: It is good to remember that in many ways, promoting academic integrity is not something new we have to conform to; it is something that happens naturally whenever we are active learners and thoughtful educators. (p. 2) In questioning some of the familiar assumptions about academic integrity which pose barriers to active learning and thoughtful pedagogy, this volume represents a welcome leap forward to wrench the primary focus away from policing and punishment and directing it towards sound teaching practice. View the PDF for the full review

scholarly journals ORGANIZATION OF DISTANCE SUBJECT-SUBJECT INTERACTION IN THE COURSE OF FUTURE ENGLISH PHILOLOGISTS TRAINING

2019 ◽  
Vol 71 (3) ◽  
pp. 236
Author(s):  
Svitlana O. Shekhavtsova
Keyword(s):  
Personal Development ◽  
English Language ◽  
Teaching Practice ◽  
Experimental System ◽  
Theoretical Background ◽  
Future Teachers ◽  
Self Reflection ◽  
The Future ◽  
Four Blocks ◽  
The University

The article provides theoretical background and experimental substantiation of the organization of distance subject-subject interaction in the course of future English philologists training. The actual course of subjectness development in students which is directed to vocational and pedagogical activities applies those informational and communicative technologies which would contribute to the personal development of the students as the subjects of vocational and pedagogical activities. It also deals with the the most rational Internet technologies which provide the didactic resources and the ability to implement subject-subject interaction between the teachers and the students. Hence, distance form of interaction has particular advantages, for example: prompt transmission of different amounts of information to any distance and in any form: sound (Podcast), visual (PowerPoint Presentation), text (a report on teaching practice, exercises, portfolio), graphic, etc.; possibility to effectively change the information via the Internet from the workplace; possibility of interactive communication with the help of purposefully created multimedia information and operative feedback etc. The criteria for the subjectness development in the future English language philologists have been identified. It has been found out that the first criterion concerns value-motivational sphere of the personality of the future philologist; the second criterion is the criterion of subjectness, which characterizes self-knowledge and self-education of the future teachers; the third criterion allows to determine the subjectness of the future teachers concerning self-improvement and self-development at the university; the fourth criterion proves the acquisition of subjectness related to self-reflection by the future philologists. The experimental system of the subjectness development in the future English philologists included four blocks, which define the stages of the subjectness development, and which are united by the common goal and contents. In practice, this system was introduced at the stage of the developing experiment, which provided for the development of methodological recommendations for the university teachers on the organization of subject-subject interaction of the future English philologists within the distance specialized course.

scholarly journals Publishing and the Popular Consumption of Print: A Panel Discussion

2010 ◽  
Vol 11 (1) ◽  
pp. 61-80
Author(s):  
Tod Lippy ◽  
Eli Horowitz ◽  
Susan Allen
Keyword(s):  
Graduate School ◽  
Academic Libraries ◽  
Panel Discussion ◽  
University Of Wisconsin ◽  
The Future ◽  
Literary Journal ◽  
Rare Occasion ◽  
The University

On February 29, 2008, I had the opportunity to sit in on a lecture about the future of academic libraries and the communities they serve. The picture presented was one that had seemed to become formulaic in library discussions: kids don’t want to read anymore, they will continue not to want to read, and on the rare occasion that they do read, it will be on their phones. During this lecture, I thought back to a journal I had discovered in graduate school at the University of Wisconsin – Madison. McSweeney’s Quarterly Concern, a literary journal that took on interesting physical . . .

scholarly journals Myles Brand’s College Sports Sustainability: “Amateurism”, Finances, and Institutional Balance

2021 ◽  
Vol 14 (3) ◽  
Author(s):  
Rodney Fort
Keyword(s):  
Academic Integrity ◽  
College Sports ◽  
Athletic Department ◽  
The Past ◽  
University Mission ◽  
Central Elements ◽  
The Future ◽  
Definition Of ◽  
The University

As NCAA President, Myles Brand championed three major college sports initiatives: academic integrity, diversity, and sustainability. This paper is about the last. The first step is to distill the elements of college sports that Brand identified repeatedly in his documents and speeches on sustainability. The central elements are the NCAA definition of “amateurism”, athletic department finances, and balance between athletic and academic spending as a part of the university mission. An assessment of these three suggests that NCAA amateurism has changed since his death, in ways Brand stated should raise worries about sustainability. Finances and balance within the university have changed very little over the past ten years and appear sustainable into the future.

scholarly journals EXPERIENCE OF TEACHING THE COURSE «THE HISTORY OF MONEY CIRCULATION» AT THE UNIVERSITY

2021 ◽  
Vol 3 (2) ◽  
pp. 58-62
Author(s):  
V.V. Zapariy ◽  
Keyword(s):  
Economic History ◽  
Teaching Practice ◽  
Moral Values ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
The Future ◽  
History Of ◽  
Higher Educational ◽  
The University ◽  
Money Circulation

The article is devoted to the experience of reading a course on the history of money circulation, the teaching practice of which has been tested in a number of higher educational institutions of the Sverdlovsk region. It contains an attempt to analyze the content of this course and its impact on the studying of economic history, numismatics, bonistics, and even collecting by students. The author considers the teaching of such a course necessary for students of a number of specialties for educational purposes. He emphasizes the general culturological effect for the audience, the formation of spiritual and moral values, and even the influence on the preservation of artifacts for the future.

scholarly journals Editorial: The cross-cultural effects of COVID-19 on higher education learning and teaching practice

2021 ◽  
Vol 18 (5) ◽  
Author(s):  
Joseph Crawford ◽  
◽  
Martin Andrew ◽  
Jurgen Rudolph ◽  
Karima Lalani ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Good Practice ◽  
Special Issue ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Local Case ◽  
The Future ◽  
Novel Coronavirus ◽  
The University

The novel coronavirus pandemic (COVID-19) that began in the late part of 2019 in Wuhan, China has created significant challenges for higher education. Since the inception of COVID-19 research and practice in the higher education discipline, there has continued to be a focus on exploring its effects in localised contexts. The place-based context, while useful in enhancing individual practice, limits the potential to examine the pandemic from a broader lens. There are for many of us, shared examples of good practice that can serve to collectively improve the higher education sector during and beyond the pandemic. This Special Issue came about as an effort to reinvigorate collaboration across jurisdictional boundaries in a discipline environment characterised by exponential growth in local case studies. This Editorial explores the role that we can play in supporting collaboration among researchers as both a process and end-product to support innovation in the university learning and teaching domain. We believe this Special Issue provides a curated cornerstone for the future of COVID-19 in higher education research. This work, contributed from each corner of the globe seeks to understand not just what is occurring now, but what might occur in the future. We find inspiration in the manuscripts within this Special Issue as they provide innovative responses to the pandemic and opportunities for us to collectively grow to better support academics, students, employers, and communities. We hope you find benefit in progressing through this knowledge dissemination project.

High Impact Practices Through Experiential Student Philanthropy: A Case Study of the Mayerson Student Philanthropy Project and Academic Success at Northern Kentucky University

2020 ◽  
pp. 152102512095208
Author(s):  
Kajsa C. Larson ◽  
Megan S. Downing ◽  
Joseph Nolan ◽  
Mark Neikirk
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Retention Rate ◽  
High Impact ◽  
Credit Hours ◽  
Active Learning Strategies ◽  
Student Philanthropy ◽  
The University

High impact educational practices are active learning strategies that benefit learning outcomes, increase student engagement, and support student retention. This study examines the retention and persistence impact of student philanthropy, an active learning approach that engages students with the community by incorporating a philanthropy component into college courses. Results from this study demonstrate that students who participated in one or more student philanthropy courses had a substantially higher four-year graduation rate in comparison to students overall. Participants also exhibited a greater number of completed credit hours compared to the general university population and a higher semester-to-semester retention rate. This affirms the value of student philanthropy as a High Impact Teaching Practice (HITP) that actively engages students inside and outside of the classroom, around the university campus, and in the community.

Library Classroom Renovated as an Active Learning Classroom

2011 ◽  
Author(s):  
Paul A Soderdahl
Keyword(s):  
Active Learning ◽  
Ease Of Use ◽  
Engaged Learning ◽  
Learning Space ◽  
Space Design ◽  
Small Discussion Group ◽  
Undergraduate Retention ◽  
Improving Student Learning ◽  
Primary Focus ◽  
The University

Several books and articles about learning space design have recently been published, giving much needed attention to new types of informal learning spaces such as the library commons. This article describes the redesign of a formal learning space: the general assignment classroom. In 2010, one of the University of Iowa’s Main Library classrooms was converted to an “active learning” space. The library location was selected as home for this prototype TILE classroom – Transform, Interact, Learn, Engage. The university’s goal is to create similar spaces in a variety of sizes and configurations across campus. The classroom is technologically rich, but was designed first and foremost for its pedagogical potential in fostering engaged learning. Ease of use was a primary focus, allowing the technology to fade into the background. Early adopters participated in a faculty institute on active learning and were provided institutional support for reworking their classes to make them more learning-centric. The configuration of the room and the focus on active learning enabled support for larger class sizes while retaining the intimacy and active participation of a small discussion group. The TILE classroom is one strategy in the institution’s overall goal of improving student learning, increasing undergraduate retention, and psychologically shrinking the size of the university.

ЖОГОРКУ ОКУУ ЖАЙЛАРЫ КЕЛЕЧЕКТЕГИ МУГАЛИМДЕРДИН КЕСИПТИК КОМПЕТЕНТТҮҮЛҮГҮН КАЛЫПТАНДЫРУУ

2020 ◽  
pp. 144-146
Author(s):  
Назира Кенжекулова
Keyword(s):  
Teaching Practice ◽  
Professional Competence ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Competencies ◽  
Future Teachers ◽  
University Teachers ◽  
Professional Activities ◽  
The Future ◽  
The University

Аннотация: Макалада жогорку окуу жайлары келечектеги мугалимдердин кесиптик компетенттүүлүгү заманбап көз караш менен каралганы жана кесиптик милдеттерин ийгиликтүү чечүү жөндөмдүүлүгүнүн калыптандырууга болгон педагогдордун кесиптик компетенттүүлүгүнө өбөлгө болуучу шарттар каралат. Алардын негизгилери болуп, окуу жайлардын билим берүү тартибинде жаңыча окутуу технологияларын колдонуу, аларды окутуунун иш- аракетинде кесиптик компоненттүүлүктүн компоненттерин өздөштүрүүсү болуп саналат. Келечектеги мугалимдин кесиптик компетентүүлүк системасынын мазмунун жана багытын ачып, кесиптик компетенттүүлүктүн калыптанышынын натыйжалуулугуна керек болгон жаӊы билим берүү технологияларынын зарылчылыгы каралган. Макаланын актуалдуулугу жогорку окуу жайларындагы келечектеги мугалимдердин кесиптик компетенттүүлүгүн калыптандыруу көйгөйлөрүнө кызыгуу жогорулаганына байланыштуу, “компетентүүлүк” жана “кесиптик компетентүүлүк” сөздөрүнө жалпы түшүнүк берилет. Түйүндүү сөздөр: компетентүүлүк, кесиптик компетентүүлүк, келечектеги мугалимдер, кесипкөйлүк ,өзүнүн билимин жогорулатуу ,өзүн-өзү өнүктүрүү. Аннотация: В статье рассматривается современный взгляд на профессиональную компетентность будущих педагогов в вузе, а так же, условия, способствующие становлению профессиональной компетентности педагогов, способных успешно решать профессиональные задачи. Основными из них, на наш взгляд, являются: использование в образовательном процессе вуза педагогических технологий, моделирующих будущую профессиональную деятельность; овладение компонентами профессиональной компетентности в ходе педагогической практики. Актуальность статьи связана с усилением интереса к проблемам формирования профессиональной компетентности будущих педагогов в вузе. Раскрываются содержание и направления системы профессиональных компетенций будущего педагога, обосновывают необходимость новых педагогических технологий, способствующих эффективному формированию профессиональных компетенций будущего педагога. В статье дано понятие о «компетентности» и «профессиональной компетентности». Ключевые слова: компетентность, профессиональная компетентность, будущие педагоги, профессионализм, самообразование, саморазвитие. Аnnotation: The article discusses the modern view on the professional competence of future university teachers. The content and directions of the system of professional competencies of the future teacher are revealed, they justify the need for new pedagogical technologies that contribute to the effective formation of the professional competencies of the future teacher. The main ones, in our opinion, are: the use in the educational process of the university of pedagogical technologies that model future professional activities; mastering the components of professional competence in the course of teaching practice. The relevance of the article is associated with increased interest in the problems of the formation of professional competence of future teachers at the university. The content and directions of the system of professional competencies of the future teacher are revealed, the need for new pedagogical technologies conducive to the effective formation of professional competencies of the future teacher is substantiated. The article gives the concept of “competence” and “professional competence”. Keywords : competence, professional competence, future teachers, professionalism, self-education, self-development.

scholarly journals Profiling graduates of the future

Psihologija ◽  
2005 ◽  
Vol 38 (3) ◽  
pp. 239-253
Author(s):  
Ana Pesikan
Keyword(s):  
Active Learning ◽  
Effective Learning ◽  
Basic Reason ◽  
The Future ◽  
University Level ◽  
The University

We are facing the fact that some of the teaching that is performed at the university level does not result in the effective learning. The basic reason for this is that our faculties are often places for delivering the lectures and exercises, instead of being, as it should, a learning place. This statement has several important implications, which is being discussed in the paper from the viewpoint of the Active Learning Project.

scholarly journals Using Active Learning to Teach Irrigation Concepts in Greenhouse Management

HortScience ◽  
2006 ◽  
Vol 41 (4) ◽  
pp. 1003B-1003
Author(s):  
Stephanie Burnett ◽  
Donglin Zhang
Keyword(s):  
Active Learning ◽  
Drip Irrigation ◽  
Plant Production ◽  
Student Experiences ◽  
Irrigation Frequency ◽  
The Past ◽  
The Future ◽  
The University ◽  
Water Waste ◽  
Wilting Point

In the past, horticulture students at the University of Maine have been taught to irrigate plants using only hand irrigation. It is becoming increasingly important to irrigate and fertilize efficiently in commercial greenhouses in order to reduce water waste and nutrient leaching. In 2004 and 2006, greenhouse management or plant production students were exposed to alternate methods of irrigating Dendranthema ×morifolium (chrysanthemum) in greenhouses to train students more effectively in irrigation techniques. In 2004, students measured the quantity of water applied to chrysanthemums once they reached the permanent wilting point from 26 Sept. until 30 Oct. The irrigation frequency generally increased as crops grew, but, the quantity of water applied upon irrigation was not significantly different. This experience provided students with a tangible idea of how irrigation frequency and timing change as crops grow, which could be applied to irrigation timing decisions in the future. In 2006, students grew a crop of chrysanthemums using alternate methods of irrigation (hand watering vs. drip irrigation) and fertilization. Student surveys in 2006 indicated that only 25% of students with previous experience working in a greenhouse or nursery had grown crops using drip irrigation, but all students with prior experience had irrigated by hand. Expanding student experiences with irrigation in the greenhouse uses active learning to instill students with more knowledge of irrigation and provide them with practical skills for irrigating efficiently and conservatively in the future.

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