Philippine Academic Visit: Brief but Life-Changing

2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Joy Penman ◽  
Bronwyn J Ellis
Keyword(s):  
Learning Outcomes ◽  
South Australia ◽  
The Philippines ◽  
Academic Experiences ◽  
Academic Experience ◽  
Short Term ◽  
International Perspectives ◽  
The University ◽  
Graduating Students ◽  
Future Plans

As one way of inculcating international perspectives in its graduates, the University of South Australia includes in its programs various opportunities for students to study abroad. It also encourages incoming short-term exchange and full-program international students. In 2001, the Discipline of Nursing and Rural Health (Whyalla Campus) sent two graduating students to a developing country in Asia, the Philippines, for a twelve-week academic experience. Despite problems causing the visit to be curtailed, much was learned. Participant and organiser insights are described, sharing valuable lessons to inform future plans and ensure better results. What could be regarded as a failed academic visit, nevertheless offered a life-changing opportunity and significant learning outcomes, reinforcing the belief that international academic experiences are extremely worthwhile for students and participating institutions. These experiences provide an important path to cultural understandings, and to personal and professional development.

scholarly journals Profile Analysis of Faculty-Researchers in STEM Education in a Philippine University

2020 ◽  
Vol 6 (1) ◽  
pp. 65
Author(s):  
Bryan Mallillin Nozaleda ◽  
Jhoanna Battung Calubaquib
Keyword(s):  
Quantitative Research ◽  
Profile Analysis ◽  
The Philippines ◽  
Academic Experience ◽  
Research Experience ◽  
Conducting Research ◽  
And Mathematics ◽  
The Individual ◽  
Almost All ◽  
The University

The aim of this study is to create a deeper analysis of the individual backgrounds of higher education educators who are involved in research on Science, Technology, Engineering, and Mathematics (STEM) in a state university in the Philippines.  To meet this objective, the study used a quantitative research design utilizing descriptive analytical tools. The participants were 104 teachers from the five campuses of the university that offers STEM undergraduate programs. Essentially, the study concludes that from the data gathered, the university has a gender-neutral participation in terms of doing research. The profile further creates an image that doing research in the university is not prejudicial to teachers with lower academic ranks. Meanwhile, the STEM educators have started doing research after some years of teaching and on average, teachers spend half of their academic experience in doing research. On another note, almost all of the respondents had more teaching loads than doing research and had less than four years of research experience on average. Based on these findings, for a university aiming to build a strong research culture, it is recommended to apportion more work time for conducting research in addition to teaching and strengthen the university research support to the faculty members by providing them opportunities to participate in research conferences, publish research outputs, and conduct research in the university.

It Takes a Village: Creating a Short-Term Study Abroad in Ethiopia

2018 ◽  
Vol 40 (1) ◽  
pp. 63-68 ◽  
Author(s):  
Mary S. Willis ◽  
Shimelis Beyene
Keyword(s):  
Study Abroad ◽  
Academic Experience ◽  
Short Term ◽  
Term Study ◽  
Ecological Zones ◽  
Health And Nutrition ◽  
Short Term Study ◽  
Science And Education ◽  
University Of Nebraska Lincoln ◽  
The University

A USDA “International Science and Education” grant allowed the University of Nebraska Lincoln to develop a curriculum-based, short-term study abroad focused on food security, health, and nutrition in two highly diverse, agro-ecological zones of Ethiopia. Incorporating best practices for creating a rigorous academic experience, we employed a “learn on the job” approach to implement the five-week program using an anthropological lens. We share the design, experiences, and student outcomes of our Ethiopian education abroad, describing the “who, what, and where” of our recently-established program and provide reflections of the three-year journey.

scholarly journals Curriculum Mapping Across the Disciplines: Differences, Approaches, and Strategies

2017 ◽  
Vol 10 ◽  
pp. 75-88 ◽  
Author(s):  
Fiona Rawle ◽  
Tracey Bowen ◽  
Barb Murck ◽  
Rosa Hong
Keyword(s):  
Learning Outcomes ◽  
Common Ground ◽  
Process Approach ◽  
Academic Experiences ◽  
Curriculum Mapping ◽  
Learning Outcomes Assessment ◽  
University Of Toronto ◽  
Mapping Process ◽  
Similarities And Differences ◽  
The University

Curriculum mapping can be used to document, align, visualize, and assess curricular data, such as learning outcomes, assessment materials, instructional techniques, and student pre- and post-testing scores. A cross-disciplinary Curriculum Mapping Initiative currently underway at the University of Toronto Mississauga aims to: (1) develop guidelines for the curriculum mapping process; (2) develop cross-disciplinary curriculum mapping templates and samples to guide departments through the curriculum mapping process; (3) communicate narratives for how to use curriculum mapping to inform curricular change; (4) develop visualization strategies for curricular data; (5) initiate a plan for dissemination and sustainability; and (6) initiate a plan for informing students about how to use curricular maps in their academic experiences. Through this curriculum mapping initiative, we have discovered that discipline-specific differences exist in approaches to curriculum mapping. The purpose of this paper is to communicate these cross-disciplinary similarities and differences in purpose, process, and utilization of curriculum mapping strategies. We found that different departments had some common ground in the curriculum mapping process, but also key differences. The differences could be categorized according to: purpose for initiating the curriculum mapping process; approach to curriculum mapping; dissemination of completed maps; dealing with pedagogical jargon; and faculty buy-in. 

Yuntuwarrun: Learning on Country

2017 ◽  
Vol 13 (1) ◽  
pp. 26-34 ◽  
Author(s):  
Ron Nicholls ◽  
Tangikina Moimoi Steen
Keyword(s):  
Learning Outcomes ◽  
Aboriginal People ◽  
South Australia ◽  
Pedagogical Approach ◽  
Aboriginal Communities ◽  
Beliefs And Values ◽  
Collaborative Engagement ◽  
The University ◽  
Design Ideas ◽  
Ways Of Being

This article explores the notion of “learning on country” as a pedagogical approach through engagement with Aboriginal communities and organisations in the context of a masters sustainable design course. Offered at the University of South Australia since 2013, experiential learning provides an educational praxis whereby skills and knowledges are acquired through processes of participation and the transformative nature of reflection. Students engage with Ngarrindjeri worldviews, beliefs and values, and an awareness of their cultural positionality provides broader contexts for learning outcomes. Staff and students participate in cultural activities and share perspectives and design ideas with Ngarrindjeri elders. Learning interactions between students and elders also strengthens an understanding of Ngarrindjeri relationships to country and further enhances knowledge of the socio-cultural environment of Aboriginal people. Transferable to other disciplines and contexts, the program offers further opportunities for collaborative engagement with Aboriginal communities and highlights the significance of multiple ways of being and knowing.

Academic Experiences of International Graduate Students

2016 ◽  
pp. 21-37 ◽  
Author(s):  
Anita Gopal
Keyword(s):  
Graduate Students ◽  
Academic Experiences ◽  
Classroom Culture ◽  
International Graduate Students ◽  
Critical Component ◽  
Domestic Students ◽  
International Graduate ◽  
Institutional Accountability ◽  
International Perspectives ◽  
The University

The author examined international graduate students' academic experiences in the context of internationalization from the Canadian standpoint. The objective was to explore how students are positioned between issues of citizenship, nationalism, and the classroom culture. The author used neo-racism as an innovative lens to theorize students' experiences. Key findings that emerged from the interview data included a lack of inclusive practices within the classroom; an absence of international perspectives within curriculum and teaching; language and accent discrimination, and a lack of peer interaction with domestic students. This study contributes to the paucity of research on international graduate students in Canada. It offers insights into the need for organizational change in attitudes towards diversity to improve students' academic experiences and suggests that institutional accountability is a critical component of transforming the culture of the university.

UPAYA MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR MAHASISWA MELALUI PENERAPAN MODEL PEMBELAJARAN INKUIRI PADA MATA KULIAH KONSEP DASAR IPA 2 DI PROGRAM STUDI PENDIDIKAN GURU SEKOLAH DASAR TAHUN AKADEMIK 2013/2014

2014 ◽  
Vol 3 (1) ◽  
pp. 23
Author(s):  
Mahmud Alpusari
Keyword(s):  
Initial Data ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Learning Activities ◽  
Simple Experiment ◽  
Competency Based ◽  
Basic Concepts ◽  
Using Data ◽  
The University ◽  
Daily Test

In line with the competency-based curriculum at the University of Riau, the effort to improvelearning basic concepts of science 2 courses puts emphasis on understanding the concept ofmatter, which is based on students' learning activities through scientific inquiry.Implementation of action research consists of two cycles in PGSD JIP University of Riau onthe odd semester of 2013/2014 with 55 third semester students. Based on the research results,lecturing process by applying the model of inquiry learning, students’ activity increased inwhich in the first cycle all activities are good category except activity I and II are faircategory. Meanwhile students’ activity in first and fourth in cycle II is good category, andvery good category in second, third, fifth, and sixth activity. Temporarily student’s learningoutcomes increased from pre-tests with an average65.45 into 77,0 in daily test I and 77.45onthe daily test II. Improvement from initial data to the first cycle was 11.55, while the datafrom the beginning to the second cycle increased 12 points. In general the improvement ofstudents’learning is possible because the learning model used is inquiry learning so thatlearning becomes active which centered into students by presenting a problem, then studentsare asked to carry out a simple experiment using equipment and tools, using data, arrangingreports, communicating the results of observations based on concepts and learned principles.Keywords: Inquiry, students’ activity, learning outcomes.

Positive And Supportive Teacher Student Relationship

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 2665-2673
Author(s):  
Parmanand Tripathi
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Primary Objective ◽  
Learning Space ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The University

Every teacher must realize that he/she needs to be highly motivated, committed, passionate, and optimistic towards his/her students as well as his/her teaching in order to create a positive and productive impact on the students and their learning outcomes. It is a proven fact that teachers who are sincere, caring, approachable, supportive and inspiring can easily enable their students to become enthusiastic, successful and creative learners. John Hattie, a proponent of Evidence Based Quantitative Research Methodologies on the Influences on Student achievement, who is also a Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, has noted in his study that a harmonious classroom can assist with the development of creativity as well as reduce anxiety levels amongst students. In my opinion, the primary objective of all effective and conscious teachers should be to promote a safe and healthy learning environment wherein students will feel confident, comfortable, happy and accepted. Time and again, I am convinced of the fact that only effective and conscious teachers understand, acknowledge and therefore, appreciate the significance of creating a rapport and bonding with their students for providing an education that is positive, productive and progressive. When teachers display a positive and congenial attitude towards their students, they not only make them ‘learn better, faster and deeper’ but make them self-confident and self-reliant too. Building positive, supportive, cooperative and mutually strong teacher-student relationships is the key to create a welcoming, healthy and conducive learning space in which students are enabled to thrive, prosper and go on to become what they are meant to be in life. And it is only by forging and nurturing a strong and positive relationship with their students, can teachers create a healthy and conducive learning atmosphere wherein students feel welcome, accepted, respected, loved and cared for, wherein learning becomes fun and joy. Conscious and committed teachers promote the art of positive parenting in every classroom and in every school to enable the students to become confident learners by willingly and happily shouldering the responsibility of being their ‘second parents’.When teachers teach with passion, display positive attitude towards their students and their success, and show genuine care for them, the students reciprocate with respect for their teachers, interest and love for their learning.

The Future of Muslim Education in the United States: An Agenda for Research

2003 ◽  
Vol 20 (3-4) ◽  
pp. 46-82
Author(s):  
Fathi Malkawi
Keyword(s):  
United States ◽  
The United States ◽  
American Education ◽  
Future Trends ◽  
Muslim Community ◽  
Short Term ◽  
The Future ◽  
Muslim Education ◽  
Future Plans

This paper addresses some of the Muslim community’s concerns regarding its children’s education and reflects upon how education has shaped the position of other communities in American history. It argues that the future of Muslim education will be influenced directly by the present realities and future trends within American education in general, and, more importantly, by the well-calculated and informed short-term and long-term decisions and future plans taken by the Muslim community. The paper identifies some areas in which a wellestablished knowledge base is critical to making decisions, and calls for serious research to be undertaken to furnish this base.

Graduates giving back – a mentoring program for MBA students

2015 ◽  
Vol 4 (3) ◽  
pp. 200-212 ◽  
Author(s):  
Ann Darwin
Keyword(s):  
Higher Education ◽  
South Australia ◽  
Value Added ◽  
Master Of Business Administration ◽  
Mentoring Program ◽  
Education Students ◽  
Content Type ◽  
Mba Students ◽  
A Value ◽  
The University

Purpose – The purpose of this paper is to discuss the challenges and obstacles encountered in the implementation of a mentoring program for Master of Business Administration (MBA) students at the University of South Australia (UniSA) Business School. The paper starts with an exploration into the need for a mentoring program, the trial and subsequent four years of implementation. The paper also explores the network model of mentoring and the reasons why this, rather than a more traditional model, was chosen for the program’s implementation. Design/methodology/approach – This exploratory case study uses data from over 600 students and their alumni mentors over a five-year period to evaluate and improve the program as well as cultivating a critical community of adult learners. Findings – Feedback from students indicates that the mentoring program is regarded by most as a value-added feature of their early learning as it offers support, if and when it is required, from those who have been there before. Research limitations/implications – Results are limited to one institution. However, as research into mentoring for higher education students is thin on the ground, this study contributes to our understanding of the positive impacts of mentoring on student success. Practical implications – This paper emphasizes the importance of business leaders giving back to their alma mater through mentoring current MBA students. It shows how mentoring can support learning and management development. Originality/value – This is an original study which explores ways to increase the learning of higher education students for positive social outcomes.

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