scholarly journals From Deficiency to Development: the evolution of academic skills provision at one UK university

2010 ◽  
Author(s):  
Pat Hill ◽  
Amanda Tinker ◽  
Stephen Catterall
Keyword(s):  
Academic Skills ◽  
Individual Student ◽  
Student Body ◽  
Multiple Strategies ◽  
Study Support ◽  
The Subject ◽  
Learning Development ◽  
The Individual ◽  
The Uk ◽  
The University

This article discusses the context in which 'study support' has emerged in higher education in the UK. Within this context the article documents the establishment of a 'devolved model' of academic skills at the University of Huddersfield. Whilst acknowledging that this model is not unique, its formation allows for the exploration of pedagogical and practical issues. It highlights the complexity of providing support which is effective and viable, recognising that the increasing diversity of the student body calls for multiple strategies.  An examination of the evolution of the provision at Huddersfield illustrates the journey from a focus on student deficit and retention towards one clearly associated with learning development.  This model assumes an integrated, flexible and student centred approach within the subject discipline, rather than one which is extra-curricular and may be perceived as 'remedial'. Originally predicated on the individual student tutorial and standalone workshop, the provision is now focusing on working within the disciplines to embed academic development within the curriculum.

Advancing Wellbeing in People, Organizations, and Communities

2018 ◽  
pp. 67-81
Author(s):  
Mary Jo Kreitzer ◽  
Louise Delagran ◽  
Andrea Uptmor
Keyword(s):  
Evidence Based ◽  
University Of Minnesota ◽  
Core Component ◽  
Santa Monica ◽  
The Individual ◽  
The Uk ◽  
The University ◽  
The Way

Wellbeing goes beyond the management of disease or illness; it is a larger concept that is characterized by a general contentment in life and the way things are. This chapter uses the framework of the University of Minnesota Wellbeing Model to explore the evidence-based factors that influence wellbeing, including health, relationships, security, purpose, environment, and community. Mindfulness, a way of being that provides another core component of wellbeing, is defined and its evidence based discussed. Exemplars of wellbeing at the individual, organizational, and society level are described. Some applications of similar models in towns such as Albert Lea, Minnesota, Austin, Texas, and Santa Monica, California, are discussed, as well as initiatives in Canada and the UK.

The subject that won't go away But perhaps we are ahead of the game. Design as research

2002 ◽  
Vol 6 (2) ◽  
pp. 109-114 ◽  
Author(s):  
Bryan Lawson
Keyword(s):  
Game Design ◽  
Design Processes ◽  
Robert Venturi ◽  
The Subject ◽  
The Uk ◽  
The University ◽  
Denise Scott Brown

Design is central to the discipline of architecture. Despite this, the question as to whether design constitutes a form of research seems to raise more questions and strong feelings than any other aspect of the UK Government's research assessments of university architecture schools (arq 6/1, p5). No one is better fitted to set out the arguments than Bryan Lawson: an architect and psychologist, he has acted as an assessor for the last two exercises, has extensive knowledge of the university sector and has undertaken research on the design processes of such influential designers as Robert Venturi and Denise Scott Brown, Herman Hertzberger and Ken Yeang. (See also leader, p99, and letters, pp101–106 in this issue.)

scholarly journals Media role in the formation of public opinion towards the right of self-determination for Kurds in Iraq

2020 ◽  
Vol 7 (2) ◽  
pp. 214-241
Author(s):  
Hemin Majeed Hasan ◽  
Baqir Dawd Hussein ◽  
Kamil Omar Sleman
Keyword(s):  
Self Determination ◽  
Structural Representation ◽  
Strategic Issues ◽  
University Teachers ◽  
The Subject ◽  
The Individual ◽  
The Right ◽  
Social Components ◽  
The University ◽  
Right Of Self Determination

This research deals with the subject of the Kurdish media in relation to the right of self-determination, which the Kurds prepare for its central cause and struggle for it. The importance of this research comes from the importance of its basic components represented by the Kurdish media and the right to self-determination, where they combine the equation of influence and influence, which is the operator of the formative relations of things and designed in all human groups, including the community of the region, in addition to being one of the few Kurdish studies in this field, To cast its positive on the operators of the terms of reference.The aim of this research is to realize the levels of interest of the Kurdish media in the concept of the right to self-determination and its role in conveying its meanings and implications to the Kurdish individual, as well as to identify the mechanisms used by this media to convince the individual mentioned this right and activate his tendencies toward him.The research depends on the university teachers, in addition to their field dimension, because they are the most appropriate and the right to express opinions about such strategic issues and their details and implications, because of their knowledge, scientific, specialized and other structural participants, as well as their structural representation of various social components in the Kurdistan Region.

scholarly journals Updating Qualifications for the Career Guidance Profession in Scotland: Navigating the Maze

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Graham Allan ◽  
Janet Moffett ◽  
Peter J. Robertson
Keyword(s):  
Quality Assurance ◽  
Career Guidance ◽  
Initial Training ◽  
The West ◽  
Quality Assurance Agency ◽  
Work In Progress ◽  
The Subject ◽  
The Uk ◽  
The University

This paper describes work in progress to modernise the initial training arrangements for the career guidance profession in Scotland. In a process initiated by the University of the West of Scotland, the Quality Assurance Agency benchmark for the subject is under review. The outcomes of the process may have implications for the training of career advisers and guidance practitioners across the UK.

scholarly journals El Flashmob como propuesta de innovación educativa en expresión corporal y danza (Flashmob as a proposal for educational innovation in body expression and dance)

Retos ◽  
2015 ◽  
pp. 126-128
Author(s):  
Tamara Rial Rebullido ◽  
Camilo Villanueva Lameiro
Keyword(s):  
Educational Innovation ◽  
Practical Experience ◽  
Student Interaction ◽  
Student Body ◽  
Project Approach ◽  
Suitable Alternative ◽  
Innovación Educativa ◽  
The Subject ◽  
The University ◽  
Body Expression

El presente artículo tiene como objetivo describir una propuesta de innovación educativa de la asignatura Expresión Corporal y Danza del Grado en Ciencias de la Actividad Física y del Deporte de la Universidad de Vigo, basada en el Método de Proyectos de una danza multitudinaria sorpresa conocida como Flashmob. Se presenta la propuesta y experiencia práctica para adquirir los contenidos de danzas popularizadas y proceso de creación coreográfica. La implementación del programa ha obtenido resultados satisfactorios en la interacción profesorado-alumnado y favoreció la motivación hacia los contenidos del alumnado. Se concluye que el proceso de creación asi como la puesta en práctica de danzas multitudinarias instántaneas, es una alternativa adecuada en la adquisición de competencias de la materia expresión corporal y danza.Abstract. This article has as objective to describe a proposal for educational innovation of the subject Body Expression and Dance of the degree in Sciences of Physical Activity and Sport at the University of Vigo, based on the project approach s in a multitudinous surprise dance known as Flashmob. The proposal and practical experience is presented to acquire the contents of dances popularized and choreographic mounting process. The implementation of the program has been successful in the faculty-student interaction and favored the motivation toward the contents of the student body. It is concluded that the process of creation as well as the implementation of dances multitudinous snapshots, is a suitable alternative in the acquisition of competencies for the field body expression and dance.

STUDENTS' NEED FOR ACADEMIC GUIDANCE AND EFFECTIVE CONTROL OVER EDUCATIONAL ACTIVITIES

2021 ◽  
Vol 66 (2) ◽  
pp. 126-131
Author(s):  
Sh. Zh. Kolumbayeva ◽  
◽  
T. V. Lantseva ◽  
Keyword(s):  
Academic Programs ◽  
Effective Control ◽  
Individual Student ◽  
Instructional Guidance ◽  
The Subject ◽  
Educational Paths ◽  
The One ◽  
The Individual ◽  
Programs Of Study

The subject of this article is a theoretical study of already defined and stably predicted parameters that have been proven to affect the quality and success of completing academic programs of study based on selected criteria to ensure early identification of students who need guidance. On the one hand: these parameters can or are already used for targeted, diversity-oriented instructional guidance; on the other hand: adapted guidance and management of the training process for future teachers should take into account the individual student successes. Students with different educational paths have diverse needs for adapting, correcting, and managing this diversity. In the article, the model of four-dimensional diversity is taken for the methodology and benchmark in the study of international experience (Gardenswartz L. and Rowe A., 2003). At the center of this fourdimensional model of diversity lies a personality, followed by almost unchanged internal dimensions, such as age, gender, and ethnicity. The authors concluded that a method for identifying students who need instructional guidance and the effectiveness of follow-up should be accompanied by future intervention research

The role of the teacher in the education of university students

2020 ◽  
Vol 58 (9) ◽  
pp. 81-83
Author(s):  
Sabir Nurgalam Amiraliev ◽  
Keyword(s):  
Higher Education ◽  
Professional Socialization ◽  
Young Person ◽  
Cultural Development ◽  
Individual Student ◽  
Quality Level ◽  
Level Culture ◽  
The Individual ◽  
The University

Today, studying at a university is the most important way for a young person to socialize and adapt in a constantly changing society. Education is the management of the process of socialization of the individual, which consists of a purposeful influence on the intellectual, spiritual, physical and cultural development of the individual. Student education at the university continues under the influence of purposeful professional socialization of future professionals and is mainly associated with the humanization of education, which places additional demands on teachers to improve the quality, level, culture and culture of communication with students. Key words: students, education and formation of students, institution of higher education

Attrition, mental health and student support in engineering education: the Engineering Futures Project

2020 ◽  
Vol 22 (3) ◽  
pp. 8-29
Author(s):  
Jane Andrews ◽  
Robin Clark ◽  
Sukhvinder Phull
Keyword(s):  
Mental Health ◽  
At Risk ◽  
Engineering Education ◽  
Student Attrition ◽  
Attrition Rate ◽  
Individual Student ◽  
Research Approach ◽  
Action Research Approach ◽  
The Individual ◽  
The University

This paper deals with issues surrounding student attrition in engineering education. Looking beyond the traditional markers associated with student attainment, and adopting an action research approach, the “Engineering Futures Project” aimed to tackle an attrition rate in a faculty of engineering that was twice the university average. An algorithm was developed and students ‘at risk’ of not progressing identified. Such students were then contacted individually and offered intensive support and guidance from a member of the project team.Working with academics on a one-to-one basis, students were encouraged to reflect on why they felt they were at risk of not progressing on to the next level of their course. One of the surprising outcomes was that the majority of students indicated they had experienced considerable difficulties with their mental health in the previous 12 months. This, together with a number of other individual issues, impacted their studies. Taking account of the students' perspectives, the project team developed and put in place two distinctive support pathways; one focusing on ‘wellbeing’, the other on “academic support’. Each individual student was given time and assistance to develop their own pathways. Although resource intensive, the Engineering Futures Project was a marked success, drastically reducing attrition and making a notable difference at both the individual and faculty level.

Response to My Critics

2010 ◽  
Vol 72 (4) ◽  
pp. 705-710
Author(s):  
Michael A. Gillespie
Keyword(s):  
Martin Heidegger ◽  
Basic Assumptions ◽  
Inaugural Lecture ◽  
The Subject ◽  
The One ◽  
The Individual ◽  
The University ◽  
Similar Claim

Martin Heidegger observed in his inaugural lecture at the University of Freiburg in 1929 that the profundity of all fundamental questions lies in the fact that they call into question not merely the subject of the inquiry but also both the questioner and the act of questioning itself. To put this another way, any comprehensive explanation must be able in principle to account for the one who is giving the explanation and for the explanation itself, and any account that cannot do this disproves itself in the very act of its narration. Thus, if any such account does not make clear the nature of the narrator and the narration, it is suspect on these grounds and readers may reasonably ask for an explanation. Since I did not discuss or try to justify the methodology or the nature of the narrative that I employ in my book, it is not surprising that all three of my critics either explicitly or implicitly raise this as a question. Kirstie McClure perhaps poses it in the most straightforward fashion by asking about the character of my narrative, suggesting quite plausibly that it might be read as an account of the adventures of the divine predicate. Less directly, Tim Fuller seems to make a similar claim with his characterization of my position as middle Hegelian. Since I argue that in modernity the divine, as Tim Fuller eloquently puts it, is “absorbed” by the individual, it is certainly reasonable to ask what kind of account I imagine I am giving. Or to put it a bit more maliciously than my three interlocutors do, one might reasonably ask who I think I am. It seems to me that this is not only a fair question, but also a very penetrating one, and one that I must try to answer. I imagined my own goals to accord more with Tom Merrill's characterization of my thought as an attempt to bring about an encounter with the fundamental questions that underlie the basic assumptions we make about ourselves and our world. But to give no more explanation than this would hardly be satisfying. Moreover, since I complain at the beginning and the end of the book that we moderns need to pay a great deal more attention to the example of Oedipus and not forget who we are and where we come from, it is incumbent on me to explain myself and what I think I am doing more fully. I will try to do this after first attempting to clarify my argument and responding to several other questions my critics raise.

EUROCALL Annual Report 1999/2000

ReCALL ◽  
2001 ◽  
Vol 13 (1) ◽  
pp. 132-136 ◽  
Author(s):  
JUNE THOMPSON
Keyword(s):  
Information Technologies ◽  
Annual Report ◽  
Support Network ◽  
Higher Education Funding ◽  
Learning And Teaching ◽  
Teaching Support ◽  
The Subject ◽  
The Uk ◽  
The University ◽  
Uk Higher Education

EUROCALL continued to operate from the Language Institute at the University of Hull. The former CTI Centre for Modern Languages became part of a much larger Subject Centre for Languages, Linguistics and Area Studies, in turn part of the Learning and Teaching Support Network (LTSN) funded by the UK Higher Education funding bodies. The team at Hull is responsible for aspects of the Centre’s activities relating to communication and information technologies (C&IT), and consists of June Thompson, Fred Riley and Julie Venner who serves as EUROCALL membership secretary. We were pleased to be joined in May 2000 by Janet Bartle who is the Academic Co-ordinator, C&IT for the Subject Centre.

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