Community Building in a Distance Delivered MPA Program at the University of Alaska Southeast

Public Voices ◽  
2017 ◽  
Vol 5 (3) ◽  
pp. 31
Author(s):  
Jonathan Anderson
Keyword(s):  
Distance Education ◽  
Continuing Education ◽  
Public Administration ◽  
Community Building ◽  
Department Of Education ◽  
The Us ◽  
Complete Study ◽  
The University ◽  
Education Courses

This paper presents a brief case study of the distance delivered Master of Public Administration program at the University of Alaska Southeast in Juneau, Alaska.  The US Department of Education notes that from 1995 to 1998 distance education programs in the US have increased by 72% (complete study available at http://nces.ed.gov/).  Many would say one of the greatest challenges to higher education in today's world is the challenge of distance education, particularly distance education mediated by technology.  For years, Universities have undertaken distance education through correspondence courses.  Despite the existence of such distance education courses, the fact that they were few in number, that they normally involved only preparatory or elective courses, that they rarely involved whole programs, and that they were normally administered by Departments of Continuing Education made them somehow less controversial.

Necessities for Effective Asynchronous Learning

2011 ◽  
pp. 1325-1331 ◽  
Author(s):  
James E. Novitzki
Keyword(s):  
Distance Education ◽  
Online Teaching ◽  
The United States ◽  
Department Of Education ◽  
Asynchronous Learning ◽  
College Level ◽  
Education Programs ◽  
Web Based ◽  
The Us ◽  
Education Courses

Distance education programs/courses in some format have been available to students since the 1840s. Throughout most of this time there has been controversy over the effectiveness of such programs/courses (IHEP, 1999; Matthews, 1999). The concept of online teaching and online asynchronous learning (ASL) started in the 1980s and is an area of rapid growth (McMullen, Goldbaum, Wolffe, & Sattler, 1998). In a period of 3 years, from 1995 to 1997, the number of schools in the United States (US) developing such programs increased by almost 200% (Morse, Glover, & Travis, 1997). The US Department of Education (2001) reported that in 2000-2001 there were more than 2.8 million enrollments in college-level degree granting programs in Internet- and Web-based distance education courses in the US.

Necessities for Effective Asynchronous Learning

2011 ◽  
pp. 1468-1474
Author(s):  
James E. Novitzki
Keyword(s):  
Distance Education ◽  
Online Teaching ◽  
The United States ◽  
Department Of Education ◽  
Asynchronous Learning ◽  
College Level ◽  
Education Programs ◽  
Web Based ◽  
The Us ◽  
Education Courses

Distance education programs/courses in some format have been available to students since the 1840s. Throughout most of this time there has been controversy over the effectiveness of such programs/courses (IHEP, 1999; Matthews, 1999). The concept of online teaching and online asynchronous learning (ASL) started in the 1980s and is an area of rapid growth (McMullen, Goldbaum, Wolffe, & Sattler, 1998). In a period of 3 years, from 1995 to 1997, the number of schools in the United States (US) developing such programs increased by almost 200% (Morse, Glover, & Travis, 1997). The US Department of Education (2001) reported that in 2000-2001 there were more than 2.8 million enrollments in college-level degree granting programs in Internet- and Web-based distance education courses in the US.

Overseas: Native Studies at the University of Saskatchewan

1984 ◽  
Vol 12 (4) ◽  
pp. 59-60
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Department Of Education ◽  
Native Studies ◽  
Aboriginal Students ◽  
Exchange Material ◽  
The University ◽  
Indian Students ◽  
Education Courses

We recently received exchange material from The Saskatchewan Urban Native Teacher Education Program (SUNTEP) at Saskatoon, Canada. A brief description of the program might be of interest to those readers involved in adult and teacher education courses for Aboriginal students.SUNTEP is a four-year off campus Teacher Education Program offered through the Gabriel Dumont Institute of Native Studies and Applied Research in co-operation with the Department of Education and the University of Saskatchewan and Regina. It is an enriched program leading to a B.Ed, degree, designed specifically for Metis and Non-Status Indian students who might not otherwise attend university. The program has a number of unique aspects including -

scholarly journals Materiais Didáticos para Educação a Distância: Observando Layouts

EAD em FOCO ◽  
2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Dorcas Janice Weber ◽  
Lia Raquel Oliveira
Keyword(s):  
Distance Education ◽  
Educational Process ◽  
Face To Face ◽  
Effective Learning ◽  
Educational Processes ◽  
Materials Used ◽  
Distance Courses ◽  
Education Courses ◽  
Training Opportunities

A inserção da educação a distância nos processos educativos formais apontou possibilidades de formação em nível superior para aqueles que estão distantes dos centros de formação e, para além disso, desvelou objetos de investigação. Um exemplo disso são os materiais didáticos, tão necessários para a efetivação da aprendizagem na modalidade a distância. A gama de materiais é grande e, por isso, é interessante conhecer o modo como eles vêm sendo desenvolvidos e utilizados por aquelas instituições que ofertam cursos nessa modalidade. É sabido que há necessidades distintas entre os alunos da educação a distância e os de cursos presenciais, que precisam estar contempladas nos materiais didáticos. Mas de fato estão? Considerando a organização do espaço de estudo como importante no processo pedagógico, como os espaços dos materiais didáticos vêm sendo organizados? Que elementos têm sido utilizados para o desenvolvimento de layouts para materiais didáticos utilizados em cursos a distância? Tais questões são tema deste escrito, que busca, a partir de um estudo de caso, observar materiais didáticos produzidos para cursos brasileiros a distância. Um olhar transversal sobre tais materiais aponta semelhanças com os produtos elaborados para a educação presencial, tão conhecida por muitos.Palavras-chave: Educação a distância; Materiais didáticos; Layout.?Didactic Materials for Distance Education: Observing LayoutsAbstract The inclusion of distance education in formal educational processes pointed training opportunities in higher education for those who are distant from training centers and, in addition, unveiled research objects. An example of this are the didactic materials, as necessary for effective learning in the distance. The range of materials is large and therefore it is interesting to know how these are being developed and used by those institutions that offer courses in this modality. It is known that there are different needs among students of distance education and presence courses that need to be addressed in didactic materials. But actually are? Considering the organization of study space as important in the educational process, as the spaces of didactic materials have been organized? What elements have been used to development layouts for the materials used in distance education courses? This questions are theme of this this written that will, with a case study, observe didactic materials produced to Brazilian distance courses. That observation shown us that analyzed materials have similarities with didactic products for face to face education.Keywords: Distance education; Didactic materials; Layout. 

scholarly journals A (IN)SEGURANÇA SILENCIOSA NOS CÂMPUS UNIVERSITÁRIOS: estudo na Universidade Federal do Triângulo Mineiro

2019 ◽  
Vol 23 (2) ◽  
pp. 465
Author(s):  
Max André Antonio Rodrigues ◽  
Daniela de Castro Melo
Keyword(s):  
Risk Management ◽  
Focus Groups ◽  
Public Administration ◽  
Security Policy ◽  
Social Problems ◽  
Security Risk ◽  
Research Interview ◽  
Security Risk Management ◽  
The University

A segurança pública é um dos principais problemas sociais do Brasil e incide em todas as esferas da sociedade, inclusive nas Universidades. O objetivo desta pesquisa foi realizar um diagnóstico da segurança institucional na Universidade Federal do Triângulo Mineiro – UFTM com o intuito de desenvolver e implantar uma política de segurança na universidade. Trata-se de estudo de caso, com pesquisa bibliográfica, documental, entrevista e grupos focais. O diagnóstico evidenciou a insegurança silenciosa que a comunidade acadêmica da UFTM vive, com problemas estruturais e organizacionais.Os resultados mostraram a necessidade de desenvolver ações de intervenção relacionadas à segurança no entorno da universidade, implementação de câmeras de vigilância e de departamento de segurança institucional, termais vigilantes e melhorar o controle na entrada das unidades da universidade. Palavras-chave: Administração pública. Segurança universitária. Gestão de riscos. Segurança institucional.THE SILENT(IN) SECURITY IN UNIVERSITY CAMPS: study at Federal University of Triângulo MineiroAbstractPublic security is one of the main social problems in Brazil and affects all spheres of society, including universities. The objective of this research was to make a diagnosis of institutional security at the Federal University of Triângulo Mineiro -UFTM in order to develop and implement a security policy at the university. This is a case study, with bibliographic, documentary research, interview and focus groups. The diagnosis showed the silent insecurity that the UFTM academiccommunity lives with structural and organizational problems. The results showed the need to develop intervention actions related to security around the university, implementation of surveillance cameras and institutional security department, have more vigilantand improve control at the entrance of the university units.Keywords: Public administration. University security. Risk management. Institutional security.

“You Can Lead the Horse to Water, but … ”

2012 ◽  
pp. 182-199
Author(s):  
Henk Huijser ◽  
Michael Sankey
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Web 2.0 ◽  
Learning Management Systems ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Potential Benefits ◽  
The University

This chapter outlines the potential benefits of incorporating Web 2.0 technologies in a contemporary higher education context, and identifies possible ways of doing this, as well as expected challenges. It uses the University of Southern Queensland (USQ), primarily a distance education provider, as the context for many of its case study examples. In particular, it addresses the important role of the allowances of particular learning management systems (LMSs) in pedagogical applications of Web 2.0 technologies. Overall, this chapter argues that the goals and ideals of Web 2.0/Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is in alignment with such goals and ideals. It uses the implementation of Moodle at USQ as a case study to reinforce this argument and explore which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context.

Recovering the US Hispanic Literary Heritage: A Case Study on US Latina/o Archives and Digital Humanities

2019 ◽  
Vol 48 (1) ◽  
pp. 17-27
Author(s):  
Gabriela Baeza Ventura ◽  
Lorena Gauthereau ◽  
Carolina Villarroel
Keyword(s):  
Digital Humanities ◽  
The United States ◽  
Digital Repository ◽  
Successful Work ◽  
The Us ◽  
Literary Heritage ◽  
History Of ◽  
Personal Archives ◽  
The University

AbstractThis article focuses on the work and efforts put forth by the University of Houston’s Recovering the US Hispanic Literary Heritage program (Recovery) to create the first digital humanities center for US Latina/o Research: #usLdh. Recovery is a program to locate, preserve, and make available the written legacy of Latinas/os in the United States since colonial times until 1960. Through 27 years of successful work Recovery has not only been able to inscribe the excluded history of Latinas/os, but also has created an inclusive and vast digital repository that facilitates scholarship in this area of studies. This article focuses on the importance of recovery work in the writing, teaching, and understanding of history and considers how local personal archives have helped to fill in the gaps of mainstream history. We will detail the goals and challenges of this mission, as well as the importance of educating the community in digital methods that preserve and disseminate minority voices.

scholarly journals The Center Page

2013 ◽  
Vol 46 (03) ◽  
pp. 698-699
Keyword(s):  
Public Policy ◽  
Public Administration ◽  
Public Management ◽  
University Of Southern California ◽  
Department Of Health ◽  
Take Back ◽  
Hands On ◽  
Faculty Positions ◽  
The Us ◽  
The University

Based on a generous future bequest by the 2013 APSA Gaus Lecturer Beryl A. Radin, APSA announced the creation of the APSA Pracademic Program supported by the Beryl Radin Fund. Professor Radin described herself as a “pracademic” because she has moved back and forth between the world of the practitioner and that of the academic. Beryl A. Radin's government service included an assignment as a special advisor to the assistant secretary for management and budget of the US Department of Health and Human Services (HHS) as well as other experiences in the Office of Management and Budget and HHS. She is a fellow of the National Academy of Public Administration, editor of the book series “Public Management and Change” at Georgetown University Press, past president of the Association for Public Policy Analysis and Management, former head of the APSA public administration section, and has held faculty positions at the University of Southern California, the University of Albany, and American and Georgetown universities. As the title suggests, this will be a fellowship aimed at providing APSA member academics in the fields of public policy and public administration with practical, hands-on experience that the recipients can take back to their institutions and classrooms to help build bridges between the worlds of academe and applied politics.

Integrating Library Services into the Web-Based Learning Curriculum

2011 ◽  
pp. 1222-1227
Author(s):  
Mahesh S. Raisinghani ◽  
Cherie Hohertz
Keyword(s):  
Distance Education ◽  
Public Institutions ◽  
Department Of Education ◽  
Distance Learners ◽  
Library Services ◽  
University Libraries ◽  
Education Students ◽  
Web Based ◽  
Web Based Learning ◽  
Education Courses

According to the U.S. Department of Education (1998- 1999), 78% of all four-year public institutions offer distance education courses. According to the same survey, 67% of all students at these institutions have enrolled in one of these courses. Are university libraries keeping up with the trend of distance education? What programs and policies are in place to ensure access to library services for Web-based learning students? Must services to distance learners be equal to services provided to traditional students? This article is structured as follows: First we discuss the strategy of building a creative learning environment based on the learning orientation model before prescribing some guidelines for personalized learning in a Web-based environment. Next we outline the basis for library distance education services, and describe two case studies of libraries that are ensuring that distance education students are receiving equal access to library materials.

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