scholarly journals Bilingual Education at the post-secondary level; A Case Study

1989 ◽  
Vol 19 (3) ◽  
pp. 43-52
Author(s):  
Viviane Edwards
Keyword(s):  
New Brunswick ◽  
Bilingual Education ◽  
Large Population ◽  
Secondary Level ◽  
French Language ◽  
University Policy ◽  
Post Secondary ◽  
University Courses ◽  
The University

In 1983, the University of New Brunswick adopted a French Language Policy which called for courses to be offered in French in a number of disciplines, including Economics, History and Political Science. This article discusses the events which led to the adoption of the Policy and the difficulties as well as successes which the Policy has met since its adoption. In spite of being supported unanimously by the Deans and in spite of having a fairly large population of eligible candidates at the university, courses continue to suffer from low enrollment. The article provides information on enrollment since 1984 as well as the university policy for the support of French language study by members of faculty.

scholarly journals Making the mission visible: altmetrics and nontraditional publishing

2017 ◽  
Vol 33 (4) ◽  
pp. 294-304 ◽  
Author(s):  
Jennifer L. Bonnet ◽  
Marisa Méndez-Brady
Keyword(s):  
Community Outreach ◽  
Journal Articles ◽  
Content Type ◽  
Post Secondary ◽  
Scholarly Output ◽  
Scholarly Impact ◽  
Traditional Scholarship ◽  
The University ◽  
The Impact

PurposeWhereas traditional book and journal publishing remain the gold standard for many post-secondary institutions, nontraditional publishing is just as prolific at the flagship university in Maine. The university has strong land and sea grant missions that drive a broad research agenda, with an emphasis on community outreach and engagement. However, the impact of researchers’ contributions outside of academe is unlikely to be accurately reflected in promotion, tenure or review processes. Thus, the authors designed a series of altmetrics workshops aimed at seeding conversations around novel ways to track the impact of researchers’ diverse scholarly and creative outputs. Design/methodology/approachThis paper presents a case study of the instructional approach taken at the University of Maine library to facilitate discussions of alternative impact assessments that reach beyond traditional publications. FindingsEvaluations revealed an increased awareness of, and interest in, impact tracking tools that capture both traditional scholarship, like journal articles, and nontraditional scholarly and creative outputs, such as videos, podcasts and newsletters. The authors learned that altmetrics provides an entry point into a broader conversation about scholarly impact, and was best received by those whose scholarly output is not always captured by traditional metrics. Practical implications Scholars are equipped with novel methods for describing the value of their work and discovering a broader audience for their research. Future initiatives will target the needs identified through initial conversations around altmetrics. Originality/valueAltmetrics workshops provide spaces to explore the potential for new tools that capture a range of previously unconsidered measures of impact, and to discuss the implications of those measures.

scholarly journals A geospatial reference framework for a university campus: a case study for managing student surveyed topographic data

2014 ◽  
Vol XL-2 ◽  
pp. 157-160
Author(s):  
D. Fraser ◽  
S. Sepehr ◽  
E. Stefanakis
Keyword(s):  
New Brunswick ◽  
University Campus ◽  
Parking Lots ◽  
Topographic Data ◽  
Reference Framework ◽  
Information Products ◽  
The University

This presentation describes a geospatial reference framework for managing student surveyed topographic data of a university campus. This topographic data is collected annually by Geodesy and Geomatics Engineering (GGE) students at the University of New Brunswick (UNB) as part of the requirements for a UNB course. Examples of the type of features collected include: buildings, roads, sidewalks, walking paths, bike racks, parking lots and parking designation (e.g. accessibility parking). The applications and the information products built for managing this student surveyed topographic data can be viewed as a geospatial reference framework for this GGE survey camp.

scholarly journals Accessing the Transition to Careers for Female Undergraduates in the Restructured University in New Brunswick

2006 ◽  
Vol 35 (1) ◽  
Author(s):  
Marilee Reimer ◽  
Adele Mueller
Keyword(s):  
Women Students ◽  
New Brunswick ◽  
Low Income ◽  
Baby Boom ◽  
Transition Process ◽  
Career Transition ◽  
Post Secondary ◽  
The Family ◽  
Low Income Families ◽  
The University

The reality of “non-traditional” students attending Canadian universities is increasing with the absence of the baby-boom echo generation in Atlantic Canada and several other provinces. Women students who are “first-in-the-family” face multiple disadvantages in accessing the university to career transition process, none more central than the invisibility of that career transition to students from low income families or those with no previous post-secondary education. This institutional ethnography examines how three universities in New Brunswick are addressing the specific needs of these students and the question of access to careers for non-traditional women students. La réalité des étudiants "non- traditionnels" suivant des cours aux universités canadiennes augmente avec l'absence de la génération de baby boom dans les provinces atlantiques et dans plusieurs d'autres provinces du Canada. Les femmes étudiantes qui sont les "premières de la famille" doivent faire face aux multiples désavantages quand elles cherchent un accès au processus de transition vers une carrière, dont le désavantage le plus important n'est autre que l'invisibilité de cette transition pour les étudiantes venant des familles économiquement faibles ou pour celles auxquelles manque l'enseignement post secondaire. Cette étude ethnographique institutionnelle examine comment trois étudiantes du Nouveau- Brunswick s'adressent à leurs besoins spécifiques. Elle examine aussi la question d'accès aux carrières pour les étudiantes non-traditionnelles.

scholarly journals Developing a university-wide academic integrity E-learning tutorial: a Canadian case

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Lyle Benson ◽  
Kristin Rodier ◽  
Rickard Enström ◽  
Evandro Bocatto
Keyword(s):  
Academic Integrity ◽  
Large Scale ◽  
Academic Misconduct ◽  
Post Secondary ◽  
Qualitative Feedback ◽  
Post Test ◽  
E Learning ◽  
Education Tool ◽  
The University

Abstract Academic integrity has become a significant point of concern in the post-secondary landscape, and many institutions are now exploring ways on how to implement academic integrity training for students. This paper delineates the development of an Academic Integrity E-Learning (AIE-L) tutorial at MacEwan University, Canada. In its first incarnation, the AIE-L tutorial was intended as an education tool for students who had been found to violate the University’s Academic Integrity Policy. However, in a discourse of the academic integrity process, the University reimagined it from only emphasising the increased understanding and strengthened commitment of students found to have committed academic misconduct to a proactive focus with education for all students. The purpose of the present paper is three-fold: first, describe the development of the AIE-L tutorial as an experiential case study; second, improve the content of the AIE-L tutorial through students’ quantitative and qualitative feedback; third, calibrate the pre and post-test questions for content validity for a forthcoming large-scale measurement of the AIE-L tutorial effectiveness.

scholarly journals Level of Educational Attainment (LEA) and IQ Indicators: A Case Study Approach

2018 ◽  
Vol 84 ◽  
pp. 47-52
Author(s):  
Donovan A. McFarlane
Keyword(s):  
Educational Attainment ◽  
Age Groups ◽  
Secondary Level ◽  
Case Study Approach ◽  
Donald Trump ◽  
Post Secondary ◽  
Study Approach ◽  
Political Conflicts ◽  
Low Iq

This paper examines the constructs “Level of Educational Attainment” (LEA) and “Intelligence Quotient” (IQ) using a Case Study Approach based in current United States political conflicts and debates between U.S. Representative Maxine Waters and U.S. President Donald Trump. Specifically, the researcher examines U.S. President Donald Trump’s claim that U.S. Representative Maxine Waters, a democratic member of the U.S. Congress from the State of California, is a “low IQ individual”. The researcher examines IQ indicators and focuses on the Level of Educational Attainment (LEA) of Trump and Waters by accessing, analyzing, and interpreting the most current vital data on Level of Educational Attainment (LEA) at the post-secondary level, specifically examining both parties’ (Trump and Waters) LEA in relation to the population samples within their age groups. Additionally, the researcher briefly looks at the life circumstances of both Donald Trump and Maxine Waters to make an educated conclusion about both leaders’ levels of intelligence and IQs.

scholarly journals A Proposed Electronic System for a Smartphone to Improve Communication Between Academics, Administrators, and Students at Palestinian Universities: Palestine Ahliya University as a Case Study: مقترح نظام إلكتروني لتطبيق هاتف ذكي لأساتذة الجامعات الفلسطينية وطلبتها لتعزيز التواصل الإداري والأكاديمي دراسة حالة: جامعة فلسطين الأهلية

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Hiba Mustafa Salahat, Ahmad Mohammed Hasasneh, Sameh Nadeer
Keyword(s):  
University Students ◽  
Electronic System ◽  
Smartphone Application ◽  
Academic Needs ◽  
University Policy ◽  
Academic Communication ◽  
Advising Services ◽  
Palestinian Universities ◽  
The University

This study has investigated the improvement of communication between students, academic and administrative departments at Palestinian universities, Palestine Ahliya University (PAU) in particular, by proposing a smartphone application. In particular, the study aimed to measure the level of administrative and academic communication provided to students and staff by the current e-services (portal and email) and traditional paper method at PAU, and thus identify their most prominent administrative and academic needs. In this paper, the descriptive-analytical method was used and a questionnaire was distributed to academics and head of administrative departments who have direct contact with university students. A random sample of the university students of different levels was selected at PAU as a case study. More precisely, 221 questionnaires were distributed, 169 were retrieved and analyzed using Google Drive. The results showed a real weakness in the communication level between the academic departments, administrative departments, and students, which shows that the current e-services at PAU are not sufficient and need to be enhanced. In particular, 82% of staff reported poor communication through the academic portal, and 70% reported poor communication via email. The rates of communication weakness of the academic gate and email for students were lower than teachers, reaching 72.2% and 67.2%, respectively. The results also showed that there is a lot of time and effort wasted by using the traditional method. All of these currently used methods led to a poor commitment to the university policy and instructions and additional workload for the administrative departments. In addition to that, the results showed the most important academic and administrative needs for students, academic and administrative departments. The most important needs were the administrative ones (83.6% for teachers and 81.4% for students), most notably, the admission and registration services followed by the needs of the Alumni and Training Unit. Ranked second were the academic needs (75.8% for teachers and 72.6% for students) which include the policy of exceptions and absence, and academic advising services. Therefore, developing a smartphone application that meets all of these needs would play an important role in bridging and activating communication between the students as well as academic and administrative departments.

scholarly journals The university as intermediary for the creative economy: Pedagogues, policy-makers and creative workers in the curriculum

2019 ◽  
Vol 18 (2-3) ◽  
pp. 120-139
Author(s):  
Dave Harte ◽  
Paul Long ◽  
Annette Naudin
Keyword(s):  
Creative Industries ◽  
Creative Economy ◽  
Policy Makers ◽  
University Policy ◽  
Cultural Management ◽  
Study Approach ◽  
Creative Workers ◽  
Cultural Sector ◽  
The University

This article examines the nature and role of courses designed to train creative workers, policy-makers and related actors, in the skills necessary for cultural management, enterprise or intermediation and their relationship in apprehending the sector. The article takes a case study approach, engaging with university policy, student research, reflections from graduates and staff who have participated in a suite of integrated MA awards at a UK university. We find that the programme created environments in which practitioners and intermediaries were positioned in reflexive relation to their experiences and roles. We outline the insights and understandings that have emerged as students explored their own orbits in relation to both critical and instrumental research on the cultural sector, and in relation to perceptions of the transformations in sector and how it is conceived. The case study sets out an agenda for exploring the relationship of research, pedagogy and practice after the creative industries.

University level immersion: Students' perceptions of language activities

2010 ◽  
Vol 1 (1) ◽  
Author(s):  
Alysse Weinberg ◽  
Sandra Burger
Keyword(s):  
Qualitative Methodology ◽  
Secondary Level ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Post Secondary ◽  
Political Sciences ◽  
Vocabulary Building ◽  
Course Material ◽  
University Level ◽  
The University

This article first presents a brief historical overview of immersion and a summary of research at the university level as well as the qualitative methodology used in our present research. It then describes the results of our study on immersion pedagogy at the post-secondary level: participants included 22 immersion students registered in four lower- and higher-level adjunct classes at the University of Ottawa in Canada, two in psychology and two in political sciences. Through focus group discussions these students described the different language activities and gave their perceptions of the usefulness of the activities for mastering both the content of the discipline course and the required language skills as well as how enjoyable they found them. Results reveal that students did mostly the same language activities based on reading, listening, writing, speaking, and vocabulary building. Students distinguished between the usefulness of an activity for mastering content course material and for learning the second language. They may or may not have enjoyed doing the activity regardless of how useful they found it. In general the lower-level students tended to be slightly more positive about their activities than the higher-level students.

scholarly journals The Impact of Instructors’ Perceptions of E-Learning on the Quality of Online Teaching: A Case Study of the French Language Instructors at the University of Bahrain During COVID-19 Pandemic

2021 ◽  
Vol 14 (12) ◽  
pp. 152
Author(s):  
Sara A. Bader
Keyword(s):  
Data Collection ◽  
Self Efficacy ◽  
Online Teaching ◽  
French Language ◽  
E Learning ◽  
Language Instructors ◽  
University Of Bahrain ◽  
The University

French language instructors at the University of Bahrain faced many challenges in adapting their teaching practices during the sudden transition to online teaching due to the COVID-19 pandemic. In this case study, we explore the French language instructors’ perceptions of e-learning and their attitudes toward technology during the pandemic as well as their students’ perceptions of the quality of their online teaching. The objective of this study is to analyze the relationship between instructors’ perceptions and teaching performance. We conducted the study during the beginning of the sudden change to online teaching and administered online survey-based data collection instruments to gather information about French language instructors’ perceptions and undergraduate students’ satisfaction with the quality of French language online teaching. One year later, we completed data collection with semi-structured interviews of the instructors’ perceptions and online teaching experience. The findings indicated that despite the abrupt switch to online teaching, instructors showed a prominent level of technology acceptance. However, the results indicated effective online teaching was highly correlated to instructors’ pedagogical preparedness and self-efficacy level. Consequently, this study outlines key factors influencing the efficacy of e-learning, including pedagogical preparedness, instructors’ self-efficacy, and information and communications technology literacy. In addition, in this study we propose implications for instructors’ preparation and development.

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