scholarly journals Exploring a New Model and Approach to the Scholarship of Teaching: The Scholarship Teaching Academy

2010 ◽  
Vol 1 (1) ◽  
Author(s):  
Fay Patel
Keyword(s):  
Broad Context ◽  
Mentoring Programs ◽  
Critical Examination ◽  
Support Structures ◽  
Multiple Perspectives ◽  
Scholarship Of Teaching ◽  
Diverse Range ◽  
Renforcement Des Capacités ◽  
New Model ◽  
Teaching Academy

The Scholarship of Teaching (SoT) has been researched and investigated over the decades from multiple perspectives. When accessing and engaging the SoT discourse, one has to understand both what the scholarship of teaching is and how it evolved. It is through a critical examination of the diverse range of models and approaches to SoT that one may begin to understand the complex factors involved in shaping the discourse. The plus side to all this is that even though we have multiple definitions and working descriptions of the scholarship of teaching, it remains an evolving area of study. In this paper, I examine several models and approaches and propose a new model: the scholarship teaching academy. Within the broad context of the discussion on SoT, pertinent issues related to access to the scholarship discourse and empowerment of early to mid-career academics is assessed. The scholarship teaching academy responds to the needs of a growing diverse demographic population and to the changing culture of institutions by granting access to early and mid-career academics and also empowering them through the provision of resources and support structures such as mentoring programs. Depuis des dizaines d’années, l'avancement des connaissances en enseignement (ACE) a fait l’objet de recherches et d’études utilisant des perspectives multiples. Lorsqu’on aborde le discours sur ce sujet ou lorsqu’on y participe, il faut comprendre de quoi il s’agit et comment cette discipline a évolué. Pour comprendre les facteurs complexes qui façonnent le discours, il faut procéder à un examen critique des divers modèles et approches du concept d'avancement des connaissances en enseignement (ACE). L’aspect positif est que malgré les multiples définitions et descriptions de travail existantes, cette discipline continue à être un champ d’étude en évolution. Dans cet article, j’examine plusieurs modèles et approches et propose un nouveau modèle : l’institut de l’ACE. Dans le cadre élargi de la discussion sur cette discipline, j’évalue les sujets pertinents liés à l’accès au discours portant sur ce sujet et au renforcement des capacités des enseignants universitaires qui sont au début ou au milieu de leur carrière. L’institut de l’ACE répond aux besoins d’une population croissante et diversifiée sur le plan démographique et à la culture changeante des institutions en garantissant un accès aux enseignants au début ou au milieu de leur carrière et en renforçant leurs capacités par l’entremise de ressources et de structures de soutien comme les programmes de mentorat.

scholarly journals Integrated Assessment—How Does It Help Unpack Water Access by Marginalized Farmers?

Water ◽  
2020 ◽  
Vol 12 (12) ◽  
pp. 3444
Author(s):  
Serena H. Hamilton ◽  
Wendy S. Merritt ◽  
Mahanambrota Das ◽  
M. Wakilur Rahman ◽  
Sumana S. Bhuiya ◽  
...  
Keyword(s):  
Rural Communities ◽  
Case Studies ◽  
Integrated Assessment ◽  
Social Dynamics ◽  
Water Access ◽  
Multiple Perspectives ◽  
Power Structures ◽  
Diverse Range ◽  
Coastal Bangladesh ◽  
Integrative Framework

Water is critical to the lives and livelihoods of rural communities in developing countries; however, access to water can be inequitable within communities. This paper uses a generalized integrated assessment approach to explore the determinants of water access by marginalized farmers in two villages in coastal Bangladesh, before and after the setup of local water institutions. The study was part of a broader project aimed at promoting socially inclusive agricultural intensification. An integrative framework was developed in this study to capture and link the diverse range of factors that influence the distribution of water, including the often-overlooked role of social dynamics and governance arrangements. While interventions around improving water resource infrastructure can be critical for freshwater availability, the case studies show that a breakdown of asymmetric power structures may also be needed for water access to all individuals, especially marginalized groups. Establishing a community-based water institution on its own does not necessarily address power issues in a community. It is imperative that the agency and capacities of the marginalized members are developed and that the institutional arrangements foster an enabling environment for marginalized members to influence decision making. Integrated assessment allowed the case studies to be explored from multiple perspectives so as to gain a greater understanding of the barriers and levers to obtaining equitable outcomes from water interventions.

Dangerous Memories and Reason in History

KronoScope ◽  
2005 ◽  
Vol 5 (1) ◽  
pp. 41-58 ◽  
Author(s):  
Steven Ostovich
Keyword(s):  
Critical Examination ◽  
Neutral Medium ◽  
Historical Understanding ◽  
New Model ◽  
The Past ◽  
Fusion Of Horizons ◽  
Narrative Control ◽  
The Way

AbstractA critical examination of "dangerous memories" illuminates the shortcomings of attempts to master the past when history is understood as a neutral medium for revealing the integrative forces of reason; an empty vessel to be filled with the facts of the way things were; or the product of an interpretive fusion of horizons between past and present. The disruptive potential of memory resists narrative control. A new model of historical understanding is needed wherein thinking is not a flight into transcendental categories but a form of critical responding that makes judgment possible.

scholarly journals Documenting Diversity: The Experiences of LGBTQ+ Doctoral Researchers in the UK

10.28945/4328 ◽  
2019 ◽  
Vol 14 ◽  
pp. 403-430 ◽  
Author(s):  
Ross English ◽  
Kieran Fenby-Hulse
Keyword(s):  
Doctoral Students ◽  
Role Models ◽  
Doctoral Education ◽  
Working Environment ◽  
Critical Examination ◽  
Complex Nature ◽  
Diverse Range ◽  
The Uk ◽  
The Impact ◽  
Insight Into

Aim/Purpose: This article provides a much needed insight into the experiences of doctoral researchers in the UK that identify as Lesbian, Bisexual, Gay, Trans-, Queer, or outside of heteronormative or cis-normative identities (LGBTQ+) to address the question of what support, culture, and pedagogy might better support doctoral researchers who identify as LGBTQ+. Background: While experiences of LGBTQ+ students in UK Higher Education have been explored in recent studies, the experiences of doctoral students have not been differentiated, documented, or analyzed. Methodology: Through an online questionnaire sent to UK institutions, this study captures and reflects on the diverse experiences of doctoral education. The study took a predominantly phenomenological approach, placing the focus on understanding how individual researchers experienced their working environment. Contribution: This questionnaire offers a ‘campus climate’ study, providing a much-needed insight into the experiences of doctoral researchers in the UK in 2017. The study also highlights the importance of acknowledging the diversity of doctoral researchers and adapting supervisory and institutional support to meet the differing needs of doctoral researchers. It considers themes such as the impact of the working environment, experiences of macroaggressions and harassment, the need for researchers to work internationally, and the visibility of role models. The complex nature of the supervisor-student relationship is also considered throughout. Findings: Although many LGBTQ+ doctoral students felt they were studying in a supportive institution, the questionnaire highlights a diverse range of inclusivity issues as well as direct instances of homophobic and/or transphobic behavior. Recommendations for Practitioners: From this questionnaire, it is concluded that there is a need for a critical examination of systems and spaces in which doctoral education takes place and the implementation of systems and spaces that are inclusive. There is a need for all those involved in doctoral education to understand how identifying as a LGBTQ+ researcher can impact on your experience of doctoral education. And, finally, there is a need for better LGBTQ+ visibility, better representation, and better mentoring. Recommendation for Researchers: If doctoral education is to meet the needs of an increasingly diverse workforce, research needs to take into account the views and experiences of minority and marginalized groups that may challenge or be in tension with the views of the larger research population. Impact on Society: As the demographic of the doctoral researcher population diversifies, it is increasingly important that our approach to doctoral education and the systems and processes that underpin doctoral education are adapted to meet the needs of that diverse population. Future Research: There is potential scope for future studies to focus specifically on issues of intersectionality, disciplinary differences, health and wellbeing, representation, voice, and agency, as well as productivity, attainment, and career development of LGBTQ+ doctoral researchers.

scholarly journals Navigating Alarming Media Messages About Nutrition and Health

2020 ◽  
Vol 29 (1) ◽  
pp. 75-100 ◽  
Author(s):  
Jonna Wiblom ◽  
Maria Andrée ◽  
Carl-Johan Rundgren
Keyword(s):  
Science Education ◽  
News Media ◽  
Democratic Citizenship ◽  
Critical Examination ◽  
Theoretical Point ◽  
Multiple Perspectives ◽  
Media Messages ◽  
Health And Nutrition ◽  
New Findings ◽  
News Value

AbstractThis study focuses the emerging need for young people to critically respond to alarming messages in contemporary media highlighting the potential benefits or harms of certain foods. Besides being technical, advancements in the field of nutrition reported in media are often of tentative and speculative character, primarily selected and constructed on the basis of their news value rather than as representing established knowledge. The study aims to study students’ capabilities to navigate and critically respond to controversial media messages about health and nutrition in the context of science education. Our theoretical point of departure is in the concept “an examined life” in the critical reflection tradition of Socrates and the Stoics. We analyze how groups of upper secondary science class students engage in critical examination of a controversial message about cow’s milk encountered through Swedish public service news media on the Internet. The results illuminate that even when controversial findings are produced by a reputed university and communicated through independent media, students are capable of discerning the need to scrutinize such findings and are capable of performing such critical examination drawing on experiences of scientific investigations. Students’ openness to question authoritative voices in society and to illuminate the new findings on milk from multiple perspectives reflects how “an examined life” may be enacted in the context of science education. Inviting students to participate in related activities shows promise for enabling a critical examination of themselves and others in ways deemed important for democratic citizenship.

scholarly journals Interrogating Structural Racism in STEM Higher Education

2020 ◽  
Vol 49 (9) ◽  
pp. 633-644 ◽  
Author(s):  
Ebony Omotola McGee
Keyword(s):  
Higher Education ◽  
Students Of Color ◽  
Underrepresented Students ◽  
Mentoring Programs ◽  
Critical Examination ◽  
Structural Racism ◽  
Engineering Mathematics ◽  
Educational Spaces ◽  
Distribution Of Resources

The racialized structure of STEM (science, technology, engineering, mathematics) higher education maintains gross inequities that are illustrative of structural racism, which both informs and is reinforced by discriminatory beliefs, policies, values, and distribution of resources. Thus, an examination into structural racism in STEM is needed to expose the marginalization of underrepresented groups in STEM and to improve understanding of the STEM policies, practices, and procedures that allow the foundation of racism to remain intact. I argue that, even at the top of the education hierarchy, Black STEM doctorate students and PhD degree holders consistently endure the racist residue of higher education institutions and STEM employers. Thus, this manuscript also discusses how universities institutionalize diversity mentoring programs designed mostly to fix (read “assimilate”) underrepresented students of color while ignoring or minimizing the role of the STEM departments in creating racially hostile work and educational spaces. I argue that, without a critical examination of the structural racism omnipresent in the STEM, progress in racially diversifying STEM will continue at a snail’s pace.

scholarly journals Komponisten-Gesamtausgaben im digitalen Zeitalter: Perspektiven und Reflexionen am Beispiel Ludwig van Beethovens

2020 ◽  
Author(s):  
Christine Siegert
Keyword(s):  
Ludwig Van Beethoven ◽  
Multiple Perspectives ◽  
Diverse Range ◽  
Digital Edition ◽  
Test Taking ◽  
Ninth Symphony ◽  
Inclusive Approach

In the field of edition philology a diverse range of digital approaches is being put to the test. Taking Ludwig van Beethoven as a basis, this article demonstrates the limits of printed editions and presents preliminary considerations for a genuinely digital edition of his works. Various versions of the Ninth Symphony, the publisher Sigmund Anton Steiner’s publication concept for the Seventh and Eighth Symphonies and Wellingtons Sieg, which incorporated arrangements for highly diverse scorings, as well as the use of single numbers from the opera Fidelio in other music theatre works of the time, all serve as examples. The significance of metatexts and connections in terms of materiality are also discussed. Conceptional principles of such a Digital Beethoven Edition would include an inclusive approach allowing for multiple perspectives, which greatly expands both the number of sources on which an edition is based and the potential for insight, in contrast with traditional editions.

scholarly journals Deliberative Political Leaders: The Role of Policy Input in Political Leadership

2016 ◽  
Vol 4 (2) ◽  
pp. 25-35 ◽  
Author(s):  
Jennifer Lees-Marshment
Keyword(s):  
Leadership Style ◽  
Political Leadership ◽  
Future Research ◽  
Final Decision ◽  
Diverse Range ◽  
New Model ◽  
Challenging Environment ◽  
Fresh Perspective ◽  
Elite Interviews ◽  
The Uk

This article provides a fresh perspective on political leadership by demonstrating that government ministers take a deliberative approach to decision making. Getting behind the closed doors of government through 51 elite interviews in the UK, US, Australia, Canada and New Zealand, the article demonstrates that modern political leadership is much more collaborative than we usually see from media and public critique. Politicians are commonly perceived to be power-hungry autocratic, elite figures who once they have won power seek to implement their vision. But as previous research has noted, not only is formal power circumscribed by the media, public opinion, and unpredictability of government, more collaborative approaches to leadership are needed given the rise of wicked problems and citizens increasingly demand more say in government decisions and policy making. This article shows that politicians are responding to their challenging environment by accepting they do not know everything and cannot do everything by themselves, and moving towards a leadership style that incorporates public input. It puts forward a new model of Deliberative Political Leadership, where politicians consider input from inside and outside government from a diverse range of sources, evaluate the relative quality of such input, and integrate it into their deliberations on the best way forward before making their final decision. This rare insight into politician’s perspectives provides a refreshing view of governmental leadership in practice and new model for future research.

Educational Transfer in Situations Affected by Conflict: Towards a Common Research Endeavour

2007 ◽  
Vol 2 (3) ◽  
pp. 252-271 ◽  
Author(s):  
Jeremy Rappleye ◽  
Julia Paulson
Keyword(s):  
Common Ground ◽  
Policy Transfer ◽  
Policy Makers ◽  
Diverse Range ◽  
New Model ◽  
Educational Transfer ◽  
Analytical Tools ◽  
Work Done ◽  
Education And Conflict ◽  
Research Endeavour

This article argues that the field of education and conflict is, in many ways, ‘stuck in its emergence’ because it has yet to develop common theoretical understandings, useful analytical tools, and shared conceptual frameworks to unify and sustain a mutual endeavour by scholars working on a diverse range of topics and cases. In a curious, tentative and collaborative way, therefore, this article seeks to explore potential solutions to this problem by searching for common ground between the fields of education and conflict and educational transfer. Its foremost question is: to what degree can analytical tools recently developed by those interested in policy transfer illuminate the investigations of those interested in education and conflict? To explore this question, two young scholars, one primarily engaged in research into processes of educational transfer and one focused on the dynamics of education and conflict, come together to argue first for the potential of collaboration between the subfields. The article then introduces a series of transfer models and presents examples wherein those models may be useful for the study of education and conflict. Finally, aspects of these models are combined with work done by scholars interested in conflict and transition to present a new conceptual device: ‘Educational Transfer in Situations Affected by Conflict’. The purpose of presenting the new model herein is to elicit critique and feedback from researchers, policy makers and practitioners that, it is hoped, will lead to its further refinement and to an understanding of its potential for establishing common ground.

The Hitachi Model HS-8 Electron Microscope

1967 ◽  
Vol 25 ◽  
pp. 238-239
Author(s):  
H. Akabori ◽  
K. Nishiwaki ◽  
K. Yoneta
Keyword(s):  
Electron Microscope ◽  
New Model ◽  
Predecessor Model

By improving the predecessor Model HS- 7 electron microscope for the purpose of easier operation, we have recently completed new Model HS-8 electron microscope featuring higher performance and ease of operation.

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