Thoughts and Highlights Involving an Urban Museum Education Partnership and a University

2022 ◽  
pp. 1156-1173
Author(s):  
Bryna Bobick
Keyword(s):  
Higher Education ◽  
Elementary Students ◽  
Undergraduate Students ◽  
Museum Education ◽  
Art Museum ◽  
Urban Art ◽  
Hands On ◽  
Museum Professionals ◽  
University Museum ◽  
The University

This chapter examines the partnership between an urban art museum and a university. It involves museum educators, art education faculty, and undergraduate students. It specifically explores the development of hands-on museum activities for elementary students created by the university participants. The chapter is written from a higher education perspective. It provides a description of all facets of the partnership from its planning to the completion of the museum activities. The partnership provided the university students authentic museum experiences and ways to make professional connections with museum professionals. Recommendations for those who wish to develop university/museum partnerships are shared.

Thoughts and Highlights Involving an Urban Museum Education Partnership and a University

2021 ◽  
pp. 186-204
Author(s):  
Bryna Bobick
Keyword(s):  
Higher Education ◽  
Elementary Students ◽  
Undergraduate Students ◽  
Museum Education ◽  
Art Museum ◽  
Urban Art ◽  
Hands On ◽  
Museum Professionals ◽  
University Museum ◽  
The University

This chapter examines the partnership between an urban art museum and a university. It involves museum educators, art education faculty, and undergraduate students. It specifically explores the development of hands-on museum activities for elementary students created by the university participants. The chapter is written from a higher education perspective. It provides a description of all facets of the partnership from its planning to the completion of the museum activities. The partnership provided the university students authentic museum experiences and ways to make professional connections with museum professionals. Recommendations for those who wish to develop university/museum partnerships are shared.

scholarly journals “GEOGRAFIA E ENSINO I”: UMA EXPERIÊNCIA DE INTEGRAÇÃO UNIVERSIDADE-ESCOLA NA FORMAÇÃO DE PROFESSORES DE GEOGRAFIA / “GEOGRAPHY AND TEACHING I”: A EXPERIENCE OF UNIVERSITY-SCHOOL INTEGRATION IN TRAINING OF TEACHERS OF GEOGRAPHY

2018 ◽  
Vol 3 (3) ◽  
pp. 364
Author(s):  
Natália Lampert Batista ◽  
Roberto Cassol ◽  
Elsbeth Léia Spode Becker ◽  
Maurício Rizzatti
Keyword(s):  
Higher Education ◽  
Elementary Students ◽  
Undergraduate Students ◽  
Teaching Practice ◽  
Present Report ◽  
Teaching Methodologies ◽  
Post Graduate Student ◽  
The University ◽  
Santa Maria ◽  
School Space

A docência orientada possibilita ao pós-graduando a experiência de ministrar aulas no Ensino Superior, permitindo outro olhar sobre a prática docente na Universidade. O presente relato se refere a Docência Orientada realizada na disciplina do curso de graduação em Geografia Licenciatura, Geografia e Ensino I, da Universidade Federal de Santa Maria, turma 10, do segundo semestre de 2016. Com a sistematização da disciplina no referido ano, objetivou-se desenvolver habilidades teórico-práticas para o Ensino de Cartografia no Ensino Fundamental; proporcionar aos alunos matriculados na disciplina Geografia e Ensino I um momento de vivência e de reflexão sobre o espaço escolar; e produzir e testar metodologias de Ensino de Cartografia com alunos Ensino Fundamental. A partir das oficinas desenvolvidas no espaço escolar, acredita-se que a organização da disciplina de Geografia e Ensino I, edição de 2016, contribuiu significativamente para a formação dos acadêmicos de graduação, pois integrou a teoria, referente ao Ensino de Cartografia, com as vivências no espaço escolar, que resultaram em motivação para o ser professor e reflexões sobre o ato de ensinar.Abstract:Oriented teaching enables the post-graduate student to teach classes in Higher Education, allowing another look at teaching practice at the University. The present report refers to oriented teaching carried out in the discipline of the undergraduate course in Geography Degree, Geography and Teaching I, of the Federal University of Santa Maria, class 10, of the second semester of 2016. With the systematization of the discipline in the mentioned year, the objective was to develop theoretical-practical abilities for the Teaching of Cartography in Elementary School; To provide the students enrolled in the discipline I a moment of experience and reflection on the school space; and produce and test Cartography Teaching methodologies with elementary students. From the workshops developed in the school space, it is believed that the organization of the discipline of Geography and Teaching I, edition of 2016, contributed significantly to the training of undergraduate students, since it integrated the theoretical about Cartography Teaching to experiences in space School, which resulted in motivation for being a teacher and reflections on the act of teaching.Keywords: Oriented Teaching; Teaching of Cartography; Teacher training.

Students’ Privacy Concerns on the Use of Social Media in Higher Education

2014 ◽  
pp. 54-75 ◽  
Author(s):  
Laura Aymerich-Franch ◽  
Maddalena Fedele
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Social Media ◽  
Undergraduate Students ◽  
Educational Institutions ◽  
Privacy Concerns ◽  
Use Of Social Media ◽  
The University ◽  
Video Calling ◽  
Correct Implementation

Social media is principally used by students in the private sphere. However, its implementation for educational purposes in higher education is rapidly expanding. This chapter looks into undergraduate students’ perceptions of using social media in the university context. In particular, it examines students’ privacy concerns regarding faculty use of social networks to support classroom work and video calling or online chats to meet for work discussion. Two-hundred-forty-four undergraduate students completed a survey and four focus groups were carried out. The results reveal that although students generally accept using social media in the instructional arena, privacy concerns can easily emerge. Educational institutions are encouraged to take these concerns seriously. Using applications specifically created for learning purposes and developing some guidelines for a correct implementation of these resources for the faculty to follow might contribute to alleviate these concerns.

Social Media in Higher Education

2019 ◽  
pp. 898-922
Author(s):  
Laura Aymerich-Franch
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Focus Group ◽  
Social Networking ◽  
Undergraduate Students ◽  
Teaching Resources ◽  
American University ◽  
Privacy Concerns ◽  
Spanish Universities ◽  
The University

This chapter analyses privacy concerns of students and faculty resulting from the adoption of social media as teaching resources in higher education. In addition, the chapter focuses on privacy concerns that social media can cause to faculty when they are used for social networking. A trans-cultural study was carried out which involved three Spanish universities, a Colombian university, and an American university. A focus group was organized with PhD students to brainstorm the topic. Afterwards, 94 undergraduate students completed a survey and 18 lecturers participated in a written interview. Results indicate that social media are widely adopted in the university and are perceived as valuable resources for teaching. However, privacy concerns can easily emerge among students and faculty when these applications are used for this purpose. Concerns may appear when social media are used for social networking as well. The text also offers some guidelines to overcome them.

scholarly journals PENGEMBANGAN KAPASITAS : STRATEGI INTERNASIONALISASI PENDIDIKAN TINGGI DI INDONESIA

GEMA PUBLICA ◽  
2016 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Retno Sunu Astuti
Keyword(s):  
Higher Education ◽  
Well Being ◽  
Developed Countries ◽  
Key Factors ◽  
Quality Of Higher Education ◽  
Hands On ◽  
High Competence ◽  
The University

Higher education is one of the key factors in the effort to improve the lives and well-being of a nation. The experience of developed countries in Asia showed that the quality of higher education correlated significantly with the increased competence of human resources as a whole which eventually forms a high competence in the global competition. Globalization proactively answered by the governments in various parts of the world through international cooperation in the form of teaching, research, and dedication to the university in the form of the internationalization program. Through descriptive qualitative method enriched by quantitative techniques with intrinsic case study design (intrinsic case study), this research found that the success of internationalization is driven by capacity building supported by horizontal and hands on leadership. Therefore, the leadership of a university is not only an academic but it must be a manager who is able to read the signs of change.

A Canadian University “Understanding Foods” Course Improves Confidence in Food Skills and Food Safety Knowledge

2018 ◽  
Vol 79 (4) ◽  
pp. 170-175 ◽  
Author(s):  
Jessica Bertrand ◽  
Alison Crerar ◽  
Janis Randall Simpson
Keyword(s):  
Food Safety ◽  
Undergraduate Students ◽  
Eating Habits ◽  
Grocery Shopping ◽  
Convenience Sample ◽  
Undergraduate Level ◽  
Hands On ◽  
The University ◽  
Safety Knowledge ◽  
The Impact

The impact of a hands-on foods course on undergraduate students’ food skills was examined at the University of Guelph. For a convenience sample, first- and second-year students (n = 47, 87% female) registered in the “Understanding Foods” course were recruited to participate in a survey administered on Qualtrics at the beginning of the semester and again at the end of the semester. Participants were asked questions related to demographics and food habits; additional questions on food skills, in Likert-scale format, included confidence in food preparation, food safety knowledge, and grocery shopping habits. Subscales were combined for an overall Food Skills Questions (FSQ) score and differences were determined by paired t tests. Overall, significant (P < 0.05) improvements were observed related to students’ confidence and food safety knowledge scores as well as the overall FSQ score. Students, however, rated their personal eating habits more poorly (P < 0.05) at the end of the semester. As a lack of food skills is often considered a barrier for healthy eating among students, these results signify the importance of a hands-on introductory cooking course at the undergraduate level.

scholarly journals Understanding Academic Misconduct

2006 ◽  
Vol 36 (1) ◽  
pp. 49-63 ◽  
Author(s):  
Julia M. Christensen Hughes ◽  
Donald L. McCabe
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Academic Integrity ◽  
Academic Misconduct ◽  
Educational Opportunities ◽  
Assessment Practice ◽  
Knowing That ◽  
Canadian Higher Education ◽  
Institutional Strategies ◽  
The University

Research suggests that the majority of U.S. undergraduate students have engaged in some form of misconduct while completing their academic work, despite knowing that such behaviour is ethically or morally wrong. U.S.-based studies have also identified myriad personal and institutional factors associated with academic misconduct. Implicit in some of these factors are several institutional strategies that may be implemented to support academic integrity: revisiting the values and goals of higher education, recommitting to quality in teaching and assessment practice, establishing effective policies and invigilation practices, providing educational opportunities and support for all members of the university community, and using (modified) academic honour codes. There is a dearth of similar research in Canada despite growing recognition that academic misconduct is a problem on Canadian campuses. This paper suggests that Canadian higher education can learn much from the U.S. experience and calls for both a recommitment to academic integrity and research on academic misconduct in Canadian higher education institutions.

scholarly journals 11. Peer Review: Structured, Informal, Confidential, Helpful!

2011 ◽  
Vol 4 ◽  
pp. 68 ◽  
Author(s):  
Alice Cassidy ◽  
Jack Lee
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Peer Review ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Peer Teaching ◽  
University Of British Columbia ◽  
Hands On ◽  
Peer Reviewers ◽  
The University

This paper 1 describes an introductory workshop, Preparing to be a Peer Reviewer, presented at the University of British Columbia (UBC) to give hands-on practice to faculty members and others in order to provide formative peer review upon request. This workshop, which was designed at the request of a faculty member, is complemented by an Advanced Workshop for peer reviewers. We show the ways in which we actively involved Society for Teaching and Learning in Higher Education (STLHE) conference participants in a session to learn about the introductory workshop, and talk about peer review more generally. We briefly describe the Peer Teaching Network, created in the Faculty of Science, as an adaptation of the initial introductory workshop.

scholarly journals Measuring Discrimination Against Transgender People at the University of the Basque Country and in a Non-University Sample in Spain

2020 ◽  
Vol 17 (7) ◽  
pp. 2374 ◽  
Author(s):  
Naiara Ozamiz-Etxebarria ◽  
Maitane Picaza ◽  
Eneritz Jiménez-Etxebarria ◽  
Jeffrey H. D. Cornelius-White
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Basque Country ◽  
Education Students ◽  
Negative Attitudes ◽  
Transgender People ◽  
University Environment ◽  
Transgender Identity ◽  
Positive Attitudes ◽  
The University

Transgender people suffer from others’ negative attitudes in many situations. The university context is one environment where further progress has to be made to ensure the inclusion of transgender people. In this study, a sample of 376 undergraduate students was collected and their attitudes towards transgender people were analyzed. A comparison was made between number of years in university, and a sample from the general public. In addition, comparisons were made by gender, since the literature shows more negative attitudes toward transgender people in men than in women. The results show relatively positive attitudes toward transgender people among higher education students, but they have little knowledge of transgender identity. In turn, researchers found significant differences between different years in the university and between genders. These results support the need to expand knowledge about transgender people in the university environment.

Students' Privacy Concerns on the Use of Social Media in Higher Education

2015 ◽  
pp. 1963-1984
Author(s):  
Laura Aymerich-Franch ◽  
Maddalena Fedele
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Social Media ◽  
Undergraduate Students ◽  
Educational Institutions ◽  
Privacy Concerns ◽  
Use Of Social Media ◽  
The University ◽  
Video Calling ◽  
Correct Implementation

Social media is principally used by students in the private sphere. However, its implementation for educational purposes in higher education is rapidly expanding. This chapter looks into undergraduate students' perceptions of using social media in the university context. In particular, it examines students' privacy concerns regarding faculty use of social networks to support classroom work and video calling or online chats to meet for work discussion. Two-hundred-forty-four undergraduate students completed a survey and four focus groups were carried out. The results reveal that although students generally accept using social media in the instructional arena, privacy concerns can easily emerge. Educational institutions are encouraged to take these concerns seriously. Using applications specifically created for learning purposes and developing some guidelines for a correct implementation of these resources for the faculty to follow might contribute to alleviate these concerns.

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