scholarly journals Responses to COVID-19 in the Context of Quality Assurance, Quality Improvement and Scholarship Requirements for Curricula

2021 ◽  
Vol 29 (3) ◽  
Author(s):  
Tina Acuna ◽  
Jo-Anne Kelder
Keyword(s):  
Evaluation Research ◽  
Curriculum Evaluation ◽  
Education Standards ◽  
Teaching Teams ◽  
Guidance Note ◽  
Institutional Structures ◽  
Minimum Requirements ◽  
The University ◽  
Stem Teaching

Our Curriculum Evaluation and Research-STEM Teaching Fellowship embeds leadership for active engagement in scholarship within teaching teams. It is a response to Higher Education Standards Framework (HESF) minimum requirements for continuous evaluation informing ongoing curriculum transformation, specifically the TEQSA Guidance Note: Scholarship (2018). The Fellowship contextualised the existing ‘Curriculum Evaluation Research (CER) framework’ (Kelder & Carr, 2017) for the specific characteristics of STEM degrees and teaching teams. The framework supports team-based planning and doing activities that are aligned with institutional structures, processes and governance instruments, so that scholarship can be made visible, monitored, measured, met and reported at the level of degree curriculum. Here we describe fellowship outcomes in the context of responses to COVID-19 using a case study at the University of Tasmania.

scholarly journals Understanding PhD Latinx Career Outcomes: A Case Study

2018 ◽  
Vol 17 (2) ◽  
pp. 148-168 ◽  
Author(s):  
Mark Kamimura-Jimenez ◽  
John Gonzalez
Keyword(s):  
Doctoral Students ◽  
Contextual Factors ◽  
Educational Experience ◽  
Career Outcomes ◽  
University Of Michigan ◽  
Case Study Approach ◽  
Study Approach ◽  
Institutional Structures ◽  
The University

This study explored the career outcomes for Latinx doctoral students and the contextual factors of their educational experience influencing these outcomes. A case-study approach is taken to examine the cases of doctoral students at the University of Michigan. These students were tracked each year, for 10 years post-graduation. Furthermore, an analysis of programmatic efforts to develop doctoral students and prepare them for the marketplace is also described as institutional structures that support career success.

Exploring the Impact of SoTL on Day-to-Day Learning and Teaching

2020 ◽  
pp. 388-412
Author(s):  
Andrea Rose Carr ◽  
Jo-Anne Kelder ◽  
Joseph Crawford
Keyword(s):  
Teaching And Learning ◽  
Evaluation Research ◽  
Curriculum Evaluation ◽  
Learning And Teaching ◽  
Barriers And Enablers ◽  
University College ◽  
Action Researcher ◽  
The University ◽  
The Impact

The Curriculum Evaluation Research (CER) Framework was developed as a response to increasing scrutiny and expectations of the higher education sector, including legislated standards for curriculum and professional teachers that explicitly require a systematic and comprehensive approach to evaluating curriculum. The CER Framework is designed to facilitate a scholarly environment to drive and assure the quality of a curriculum and the capabilities of its teaching team. It stems from a synthesis of teacher as action researcher (TAAR), quality improvement (QI), quality assurance (QA), and the Scholarship of Teaching and Learning (SoTL) applied to the curriculum as it is designed, taught, and revised. In this chapter, the implementation of the CER Framework to the University College is reviewed and evaluated. The University College is an organisational unit comprises approximately 600 students and 80 staff. This chapter includes a reflection on the barriers and enablers of implementing the CER Framework.

The regulatory aesthetics of co-production

2017 ◽  
Author(s):  
Penny Evans ◽  
Angela Piccini
Keyword(s):  
Decision Making ◽  
Research Projects ◽  
The Past ◽  
Institutional Structures ◽  
International Issues ◽  
University Of Bristol ◽  
The University

This chapter examines three case study projects that came out of University of Bristol and Knowle West Media Centre (KWMC) collaboration. Within those projects, it looks at the positioning of arts practices as knowledge producing, rather than instrumental or facilitative. The chapter addresses some of the issues around collaboration and regulation, and analyses how arts-based projects are shaped through institutional structures. KWMC and the University of Bristol have been collaborating across a number of research projects over the past decade. KWMC works with media artists to engage citizens often excluded from decision-making and research through exploring local, national, and international issues in order to co-produce and co-design the testing of ideas, products, and technologies.

scholarly journals Research Experiences for Teachers in Materials Science: A Case Study

2004 ◽  
Vol 861 ◽  
Author(s):  
Michelle A. Strand ◽  
Steve Wignall ◽  
Diandra L. Leslie-Pelecky
Keyword(s):  
Materials Science ◽  
National Science Education Standards ◽  
Science And Engineering ◽  
Education Standards ◽  
Research Experiences ◽  
Materials Research ◽  
Research Experiences For Teachers ◽  
The University ◽  
Science Education Standards

ABSTRACTThe National Science Education Standards encourage teachers to become involved in research as ‘representatives of science in the classroom’. The Research Experiences for Teachers program affiliated with the Materials Research Science and Engineering Center at the University of Nebraska involves teachers in research on nanoscale magnetic and electronic structures over a summer. Two teachers and a sponsoring researcher share their experiences and what they believe are necessary elements for successful RET experiences.

Thai Buddhist Meditation Practice Tradition and a Case Study

2020 ◽  
pp. 12-15
Author(s):  
Somboon Watana, Ph.D.
Keyword(s):  
Present Article ◽  
Practice Research ◽  
Meditation Practice ◽  
Master Teachers ◽  
Buddhist Meditation ◽  
Good Deed ◽  
University Level ◽  
The University ◽  
The Buddha

Thai Buddhist meditation practice tradition has its long history since the Sukhothai Kingdom about 18th B.E., until the present day at 26th B.E. in the Kingdom of Thailand. In history there were many well-known Buddhist meditation master teachers, i.e., SomdejPhraBhudhajaraya (To Bhramarangsi), Phraajarn Mun Puritatto, Luang Phor Sodh Chantasalo, PhramahaChodok Yanasitthi, and Buddhadasabhikkhu, etc. Buddhist meditation practice is generally regarded by Thai Buddhists to be a higher state of doing a good deed than doing a good deed by offering things to Buddhist monks even to the Buddha. Thai Buddhists believe that practicing Buddhist meditation can help them to have mindfulness, peacefulness in their own lives and to finally obtain Nibbana that is the ultimate goal of Buddhism. The present article aims to briefly review history, and movement of Thai Buddhist Meditation Practice Tradition and to take a case study of students’ Buddhist meditation practice research at the university level as an example of the movement of Buddhist meditation practice tradition in Thailand in the present.

Teaching Computer Based Historical Data Analysis

1994 ◽  
Vol 6 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Charles Anderson ◽  
Robert J. Morris
Keyword(s):  
Data Analysis ◽  
Social History ◽  
Historical Data ◽  
Good Practice ◽  
Computer Assisted ◽  
Historical Data Analysis ◽  
University Of Edinburgh ◽  
Computer Based ◽  
The University

A case study ofa third year course in the Department of Economic and Social History in the University of Edinburgh isusedto considerandhighlightaspects of good practice in the teaching of computer-assisted historical data analysis.

‘A Routh O’ Auld Nick-Nackets’ – the antiquarian collection of John Rae

2015 ◽  
Vol 36-37 (1) ◽  
pp. 163-183
Author(s):  
Paul Taylor
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Social Context ◽  
Moral Education ◽  
The United States ◽  
Representative Case ◽  
National Museums ◽  
The Individual ◽  
The University

John Rae, a Scottish antiquarian collector and spirit merchant, played a highly prominent role in the local natural history societies and exhibitions of nineteenth-century Aberdeen. While he modestly described his collection of archaeological lithics and other artefacts, principally drawn from Aberdeenshire but including some items from as far afield as the United States, as a mere ‘routh o’ auld nick-nackets' (abundance of old knick-knacks), a contemporary singled it out as ‘the best known in private hands' (Daily Free Press 4/5/91). After Rae's death, Glasgow Museums, National Museums Scotland, the University of Aberdeen Museum and the Pitt Rivers Museum in Oxford, as well as numerous individual private collectors, purchased items from the collection. Making use of historical and archive materials to explore the individual biography of Rae and his collection, this article examines how Rae's collecting and other antiquarian activities represent and mirror wider developments in both the ‘amateur’ antiquarianism carried out by Rae and his fellow collectors for reasons of self-improvement and moral education, and the ‘professional’ antiquarianism of the museums which purchased his artefacts. Considered in its wider nineteenth-century context, this is a representative case study of the early development of archaeology in the wider intellectual, scientific and social context of the era.

Disruptive innovation and operationalization in local and sustainable food systems: Examining the University of Toronto-Local Food Plus partnership

2019 ◽  
Vol 6 (1) ◽  
pp. 120-139
Author(s):  
Lori Stahlbrand
Keyword(s):  
Food Systems ◽  
Large Scale ◽  
Food System ◽  
Local Food ◽  
Disruptive Innovation ◽  
Government Support ◽  
Sustainable Food ◽  
University Of Toronto ◽  
The University

This paper traces the partnership between the University of Toronto and the non-profit Local Food Plus (LFP) to bring local sustainable food to its St. George campus. At its launch, the partnership represented the largest purchase of local sustainable food at a Canadian university, as well as LFP’s first foray into supporting institutional procurement of local sustainable food. LFP was founded in 2005 with a vision to foster sustainable local food economies. To this end, LFP developed a certification system and a marketing program that matched certified farmers and processors to buyers. LFP emphasized large-scale purchases by public institutions. Using information from in-depth semi-structured key informant interviews, this paper argues that the LFP project was a disruptive innovation that posed a challenge to many dimensions of the established food system. The LFP case study reveals structural obstacles to operationalizing a local and sustainable food system. These include a lack of mid-sized infrastructure serving local farmers, the domination of a rebate system of purchasing controlled by an oligopolistic foodservice sector, and embedded government support of export agriculture. This case study is an example of praxis, as the author was the founder of LFP, as well as an academic researcher and analyst.

Count Me In!: Ethnic Data Disaggregation Advocacy, Racial Mattering, and Lessons for Racial Justice Coalitions

JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 91-124
Author(s):  
OiYan A. Poon ◽  
Jude Paul Matias Dizon ◽  
Dian Squire
Keyword(s):  
Asian American ◽  
People Of Color ◽  
Racial Justice ◽  
Racial Equity ◽  
Equity In Education ◽  
Case Study Analysis ◽  
Data Disaggregation ◽  
Racial Solidarity ◽  
The University

This article presents a case study of the 2006-2007 Asian American and Pacific Islander (AAPI) student-led Count Me In! (CMI) campaign. This successful campaign convinced the University of California (UC) to account for 23 AAPI ethnic identities in its data system. Celebrated as a victory for AAPI interests in discourses over racial equity in education, which are often defined by a Black- white racial paradigm, CMI should also be remembered as originating out of efforts to demonstrate AAPI solidarity with Black students and to counter racial wedge politics. In the evolution of the CMI campaign, efforts for cross-racial solidarity soon faded as the desire for institutional validation of AAPI educational struggles was centered. Our case study analysis, guided by sociological frameworks of racism, revealed key limitations in the CMI campaign related to the intricate relations between people of color advocating for racial justice. We conclude with cautions for research and campaigns for ethnically disaggregated AAPI data, and encourage advocates and scholars to address AAPI concerns over educational disparities while simultaneously and intentionally building coalitions for racial equity in higher education.

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