scholarly journals Career Development Services (CDS) at the University Level: A Study on Two Private Universities in Bangladesh

2014 ◽  
Vol 8 (1-2) ◽  
pp. 95-113
Author(s):  
Mohammad Masudur Rahman
Keyword(s):  
Professional Development ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Academic Programs ◽  
Job Market ◽  
Teaching And Learning Research ◽  
University Level ◽  
The Right ◽  
The University

In this paper an attempt has been made to analyze the importance of educating students through various missions of professional development activities of a university. Through its focus on teaching and learning, research and discovery, and outreach and engagement, the university creates, conveys, and applies knowledge to expand personal growth and opportunity, advance social and community development, foster economic competitiveness, and improve quality of life. Bangladesh, as a developing nation, experiences one of the most acute unemployment situations in the world. Getting a suitable job or building right career in the expected way has now-a-days become very difficult. Emphasis has been given on building skilled human resources by undertaking job oriented academic programs, arranging internship, job placement, workshop and facilitating opportunities to study abroad for higher education. Because, without imparting qualitative education and proper counseling a fresh graduate may lose the right way to approach in getting a better livelihood and build healthier career. The university, where the students are taught, can play a pivotal role in guiding them and building their professional skills in the way of achieving the goal. This article will analyze how a university can take part with students’ professional development activities and prepares its students for job market at home and abroad. DOI: http://dx.doi.org/10.3329/jbt.v8i1-2.18288 Journal of Business and Technology (Dhaka) Vol.8(1-2) 2013; 95-113

scholarly journals Learners with Special Needs: Problems faced by Students and Teachers at University Level

2021 ◽  
Vol 4 (4) ◽  
pp. 783-795
Author(s):  
Ghazal Khalid Siddiqui ◽  
Syeda Naureen Mumtaz ◽  
Farah Shafiq
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Psychological Issues ◽  
Single Person ◽  
Teachers And Students ◽  
University Level ◽  
The Right ◽  
The University ◽  
Physically Handicapped

Every person in this world has the right to be educated and by every person means every single person, yes, the persons of special needs as well. About 15 percent of the world’s population has suffered various forms of disabilities such as visual and hearing impairment, physically handicapped, or mental retardation. Literature provides pieces of evidence that this area of education is often neglected and therefore this qualitative research aimed to highlight the importance of inclusive education in Pakistan. As there were limited researches available and most of them are based on document analysis so, the 1st purpose of this research was to find out the problems that a teacher faced while teaching a special learner at a higher education level. 2nd to find out the student’s perspective of studying in an inclusive setting at the university level. For this purpose, a phenomenological design was used and both teachers and their students took interviews. Both teachers and students that obstruct teaching and learning in inclusive classrooms identified the following four zones. (a) Insufficient knowledge of teachers and lack of awareness about inclusion in the classroom. (b) Lack of training employed in inclusive or regular classrooms with differently-abled students; (c) Lack of examination to choose the most suitable aids which helpful for the teaching in the inclusive regular classroom. (d). Learning difficulty and psychological issues in the classroom.

scholarly journals Online Oriented Classes: Merits and Demerits of the Point of View of Ghazians at Ghazi University Dera Ghazi Khan

2020 ◽  
Vol V (III) ◽  
pp. 175-190
Author(s):  
Hafeez Ullah ◽  
Muhammad ◽  
Hashim Pear Bakhsh
Keyword(s):  
Teaching And Learning ◽  
Rating Scale ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Point Of View ◽  
Online Programs ◽  
Point Rating Scale ◽  
University Level ◽  
The University

The purpose of this paper is to point out the Merits and Demerits of Ghazians at Ghazi University Dera Ghazi Khan. Over the past two years, online oriented classes have become an inseparable part of educations. Providing online learning opportunities at the university level is the compulsion of the day. The quality education of online-oriented classes at the University Level is one of the inordinate challenges faced by the students of Ghazi University. Online oriented classes change all mechanisms of teaching and learning at a Higher Level in the educational system. Regular assessing of the online programs is important to enhance the quality of education at University Level. The simple random sampling technique was used to collect data. A total of 362 students from different departments of Ghazi University were involved. As a research device for data collection, the five-point rating scale sample was used. The collected data was analyzed by means of the SPSS.

The Need for Professional Education in Probation and Parole

1976 ◽  
Vol 22 (1) ◽  
pp. 67-74 ◽  
Author(s):  
Joseph J. Senna
Keyword(s):  
Staff Development ◽  
Professional Education ◽  
Professional Staff ◽  
Academic Programs ◽  
Professional Status ◽  
Parole Officers ◽  
Probation And Parole ◽  
University Level ◽  
Probation And Parole Officers ◽  
The University

While we know a great deal about the practice of probation and parole and about their place in the correctional process, we know virtually nothing about the kind of professional education that is best suited for probation and parole work and we have little information on the extent to which graduate-level opportunities are available. This article re- examines the tasks of probation and parole officers and relates them to the differing academic programs used by such personnel. Data from a na tional survey are used to demonstrate that probation and parole agencies have not supported Professional staff development. A number of ap proaches to improve graduate study for probation and parole officers, at both the agency and the university level, are described. Implementing these suggestions would help to attain the objectives of effective rehabili tation and higher professional status for community correction.

Alumni Evaluate Poly Sci Courses

1983 ◽  
Vol 38 ◽  
pp. 15-16
Author(s):  
Frank Whelon Wayman
Keyword(s):  
Quality Of Life ◽  
Political Science ◽  
Liberal Arts ◽  
Occupational Status ◽  
The Political ◽  
University Of Michigan ◽  
Job Market ◽  
Arts Programs ◽  
The University

The political scientists at the University of Michigan, Dearborn, concerned about what becomes of political science majors in today's job market, have completed a survey of the occupational status and quality of life of recent alumni. This paper examines the potential contributions of that survey as a model for future evaluations of political science programs and other liberal arts programs. In the paper, I will discuss the design of the study, its findings, and the lessons that might be useful to those who would wish to do such studies on their own campuses.DesignThe University of Michigan, Dearborn evaluation was done primarily by, and for the benefit of, the political science faculty. Thus, the evaluation was tailored to particular faculty interests and concerns.

scholarly journals Theoretical bases for academics’ potential development: foreign and domestic experience

2021 ◽  
pp. 5-19
Author(s):  
Yurii Skyba ◽  
Hanna Lebedynets
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
The European Union ◽  
Association Agreement ◽  
Intangible Resources ◽  
Quality Of Higher Education ◽  
Potential Development ◽  
Organizational Information ◽  
The University

Ensuring and improving the quality of teaching and learning, in particular the academics’ potential development, is reflected in strategic European and domestic documents, namely in the Association Agreement between Ukraine and the European Union, the Paris Communiqué, the Strategy for Higher Education in Ukraine for 2021-2031 and others. The expediency for academics’ potential development is confirmed by the results of a national survey on the needs for the development of Ukrainian universities in the process of reforming higher education in the context of European integration. The article highlights the problems of academics’ potential development. Based on foreign and domestic experience, the theoretical bases for academics’ potential development, in particular the conceptual and terminological apparatus and structural components of teaching metacompetence are substantiated. The concept «potential of an academic» is defined as a set of intellectual, intangible resources, conditions and opportunities created for the production and accumulation of new knowledge, ideas, technologies, competencies and other productive properties at the university, which combines two levels of connections functioning in unity. The first level of connections are resources that are the result of past and present, and the second – opportunities, i.e. those abilities and connections that are future-oriented, constantly changing, evolving, forming new abilities, characteristics, including elements of the future development. The following components are distinguished in the structure of teaching metacompetence: prognostic; design; objective; innovative; pedagogical partnership; organizational; information and digital; reflexive; linguistic and communicative; inclusive; motivational; health-preserving; emotional-ethical and evaluative-analytical. The development of the above components of teaching metacompetence will help ensure the quality of higher education and increase the competitiveness of the university in the educational services market.

scholarly journals Powstanie krakowskiej Wyższej Szkoły Pedagogicznej i próba jej przyłączenia do Uniwersytetu Jagiellońskiego w 1956 roku

2020 ◽  
pp. 167
Author(s):  
Wanda Łuczak
Keyword(s):  
Teacher Training ◽  
The State ◽  
University Curriculum ◽  
Teacher Training College ◽  
Training Schools ◽  
The Right ◽  
The University ◽  
Ministry Of Higher Education ◽  
Second World

Establishment of the National Higher Teacher Training College (WSP) and an attempt to merge it with the Jagiellonian University in 1956 After the Second World War, the Jagiellonian University lost its autonomy and the state authorities destroyed its structures by separating the departments and creating new universities out of them. Independently, in 1946, the National Higher Teacher Training College in Krakow was established. In 1954, it received the right to run a master’s course. The quality of education in WSP was assessed negatively by the Jagiellonian University. In turn, the WSP authoritiesclaimed that their school provided better training for future teachers. At the beginning of the 1950s, some reservations were voiced as to the grounds for the existence of higher teacher training schools due to overlaps with the university curriculum. In 1956, the state authorities decided to close some of these colleges. WSP was to be merged with the Jagiellonian University. A meeting was organized at the Jagiellonian University in April 1956, where representatives of the Ministry of Higher Education, the Jagiellonian University and WSP discussed the merger. However, the meeting didn’t yield the expected results due to the firm objection on the part of WSP. The opportunity to strengthen the Jagiellonian University’s position by merging with WSP was ultimately lost.

scholarly journals O ENSINO DE CIÊNCIAS BIOLÓGICAS - UMA EXPERIÊNCIA TEÓRICO-PRÁTICA COM ALUNOS DO ENSINO MÉDIO DE ESCOLAS PÚBLICAS

2016 ◽  
Vol 7 (2) ◽  
pp. 99-104
Author(s):  
Alexsandra Martins Da Silva ◽  
Camila Zanesco ◽  
Angélica Ribolli Cazarotto ◽  
Felipe Tecchio Borsoi ◽  
Camila Dervanoski ◽  
...  
Keyword(s):  
Biological Sciences ◽  
High School Students ◽  
Public Schools ◽  
Undergraduate Students ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Practical Experience ◽  
School Students ◽  
Santa Catarina ◽  
The University

Resumo: Este trabalho foi uma iniciativa do projeto “Ciências Biológicas – Uma Forma de Integrar e Construir a Prática Experimental”, cuja ação de destaque foi o incentivo ao ensino de Ciências Biológicas para alunos de ensino médio de dois municípios. Foram oferecidas aulas teóricas e práticas em laboratórios da Universidade Federal da Fronteira Sul (UFFS), promovendo o contato de alunos e professores de escolas públicas com a universidade. Neste contexto, foi possível aproximá-los de atividades, materiais e equipamentos de prática científica e de ensino nas áreas de Ciências Biológicas, visando melhorias das condições de aprendizagem e estimulando os jovens dessas escolas para a participação no meio acadêmico-científico, aumentando a interação universidade/escola pública. Foram atendidas 15 turmas, totalizando cerca de 320 estudantes, que presenciaram as aulas de “Microscopia, células e tecidos”, “Tipagem sanguínea” e “Biodecomposição de alimentos orgânicos”. Esse trabalho possibilitou que os alunos tivessem contato prévio com o mundo das ciências e os incentivou para ingressar na universidade. Já os professores que acompanharam os alunos se sentiram instigados a manter a criatividade em sala de aula. Para os acadêmicos envolvidos, o projeto possibilitou o crescimento pessoal, instigando os mesmos a desenvolver aptidões, além do que lhes é ensinado em sala de aula. Palavras-chave: Práticas laboratoriais, ensino-aprendizagem, escola pública, extensão universitária.   The teaching of Biological Sciences - a theoretical and practical experience with students of high public schools Abstract: This article promotes the project ‘Ciências Biológicas – Uma Forma de Integrar e Construir a Prática Experimental’ (Biological Sciences – a way to integrate and to build experimental practices).  This initiative encouraged the teaching of biological sciences to high school students of two municipalities. Theoretical and practical classes were offered in the university labs of Universidade Federal Fronteira Sul –UFFS (Chapecó, Santa Catarina State, Brazil) in order to promote the contact of students and teachers of public schools with the university. In this context, it was possible to put the students in contact with procedures, equipments scientific and teaching practices in the areas of Biological Sciences. These activities aimed at improving learning and stimulating the students from the schools in which were part of the academic and scientific community, and as a result, to promote the interaction between university and public schools. Fifteen student groups took part in the project, which totaled around 320 students who had lessons on microscopy, cells and tissues, blood typing and biological decomposition of organic food. This project encouraged students that had a previous contact with the world of science to enter university. In addition, the teachers who accompanied the students were encouraged to continue being creative in their classes. For the undergraduate students involved, the project enabled personal growth and encouraged them to develop skills beyond what they were taught in the classroom. Key-words: Laboratory Practices, Teaching and Learning, Public School, University Extension.   La enseñanza de Ciencias Biológicas - una experiencia teórica y práctica con los estudiantes de la escuela secundaria en escuelas públicas Resumen: En este artículo, se hace un relato de un trabajo que tuvo una iniciativa del proyecto ‘Ciências Biológicas – Uma Forma de Integrar e Construir a Prática Experimental’ (Ciencias Biológicas – Una Forma de Integrar y Construir la Práctica Experimental), cuya acción principal fue el incentivo a la enseñanza de Ciencias Biológicas para alumnos de enseñanza media de dos municipios. Se les ofreció clases teóricas y prácticas en los laboratorios de la Universidade Federal da Fronteira Sul – UFFS (Santa Catarina, sur de Brasil) promoviendo el contacto de alumnos y profesores de escuelas públicas con la universidad. En este espacio, fue posible aproximarlos a actividades, materiales y equipamientos de la práctica científica y de la enseñanza en las áreas de Ciencias Biológicas, buscando mejorías en las condiciones de aprendizaje y estimular los jóvenes de esas escuelas a la participación en el medio académico-científico, aumentando la interacción universidad/escuela pública. Han sido atendidos 15 grupos y cerca de 320 estudiantes, que fueron testigos de las lecciones de “Microscopía, células y tejidos”, “Tipo sanguíneo”, y “Biodescomposición de alimentos orgánicos”. Ese trabajo ha posibilitado que los alumnos tuvieran un contacto previo con el mundo de las ciencias y los ha incentivado a ingresar a la universidad. Por otro lado, los docentes que han acompañado a los alumnos se han sentido instigados a mantener la creatividad en las clases. Para los académicos involucrados, el proyecto ha posibilitado el crecimiento personal, instigándolos a crear aptitudes, más allá de lo que les es enseñado en el salón de clase. Palabras-clave: Extensión Universitaria, Popularización de la Ciencia, Escuela Secundaria, Enseñanza Científica.

Equipping Educational Developers for Inclusive International Programs in Higher Education

2020 ◽  
pp. 21-40
Author(s):  
Davinia Sánchez-García ◽  
Emma Dafouz
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Specific Reference ◽  
Teacher Education Programs ◽  
International Programs ◽  
Teacher Professional

Given the internationalization process of higher education across the globe, continuing professional development (CPD) of academic staff is vital to ensure the quality of teaching and learning. Under such scenario, the European Erasmus+ project “Educational Quality at Universities for Inclusive International Programmes” (EQUiiP) identifies the role of the internationally-oriented educational developer (ED) as crucial to higher education institutions (HEIs) and provides these institutions with the means to support academic staff and hereby enhance the quality of internationalized programs taught in international classrooms. Consequently, this chapter provides the conceptual rationale behind the EQUiiP project, delves into the needs of teacher education programs and the role played by the EDs, and describes the EQUiiP project and its outcomes by providing concrete examples of its inclusive CPD program. Finally, some implications and recommendations for teacher professional development, with specific reference to the Spanish setting, are offered.

Project-Based Learning

2020 ◽  
pp. 161-178
Author(s):  
María Pache-Durán ◽  
Esteban Pérez-Calderón ◽  
Alicia Fernanda Galindo-Manrique
Keyword(s):  
University Students ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Project Based Learning ◽  
Learning Processes ◽  
University Teachers ◽  
Quality Of Learning ◽  
The University ◽  
Academic Year

This study focuses on the results obtained from the teacher's assessment of Project-Based Learning, a methodological approach that implies a change in the university pedagogical paradigm that affects both the teaching and learning processes. To this end, a study is carried out taking as a sample university teachers during the academic year 2018-2019. Among the results obtained, it is worth mentioning that the teacher considers the Project-Based Learning a methodology that favours in the classroom, constituting a valid alternative to improve the quality of learning in university students.

scholarly journals Pursuing Opportunities Available to Support Your Own Learning: A Case Study: University of Guyana Library

2019 ◽  
Vol 9 (4) ◽  
pp. 18
Author(s):  
Debra Lowe ◽  
Simmone La Rose ◽  
Nalisa Bhagwandin
Keyword(s):  
Personal Growth ◽  
Professional Growth ◽  
Growth And Development ◽  
Current Knowledge ◽  
Survey Method ◽  
Knowledge And Practice ◽  
The University ◽  
Continual Learning

This article provides an assessment of the pathways Librarians at the University of Guyana Library (UGL) explored to achieve continual learning for professional growth and self-development.The writers adopted a survey method to capture data from sixteen senior professionals from the University of Guyana Library. The findings revealed that while the University of Guyana Administration provided some avenues for professional growth and development for all professionals, there were some areas that required a more structured and equitable approach.  The findings indicated that much more can be done to facilitate growth and development for senior Library professionals, particularly in the field of Librarianship. From the discussions, the researchers concluded that in spite of the limited access to available resources, Library senior professionals actively pursued alternative avenues to enhance and advance learning. This was intended to acquire current knowledge and practice so that they may provide a higher quality of service to their clientele; further, their experience (in the process) will assist in enhancing their professional development and personal growth.

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