scholarly journals Toward a Start-to-Finish Cross-Disciplinary Instructional Model for National and International Higher Education

2020 ◽  
Vol 10 (2) ◽  
pp. 141
Author(s):  
Victor William Harris ◽  
Heidi Harris
Keyword(s):  
Higher Education ◽  
New York ◽  
Effective Teaching ◽  
College Teaching ◽  
Academic Disciplines ◽  
International Higher Education ◽  
State University ◽  
Science Philosophy ◽  
Common Goals ◽  
Teaching In Higher Education

Using their cross-disciplinary review of Ideas that Work in College Teaching, the authors explore the pedagogical commonalities of fifteen higher education instructors from SUNY Potsdam (State University of New York at Potsdam) in an attempt to reveal the secrets of teaching success across thirteen academic disciplines—math, computer science, geology, modern languages, political science, philosophy, history, biology, psychology, sociology, physics, and art. While the specific instructional disciplines varied considerably in the content that was both studied and presented, the authors found that the principles of effective teaching were quite similar across each of these disciplines. The insights shared by these fifteen accomplished instructors provide pedagogical wisdom that all teachers can learn from regardless of context or developmental age and stage of student capability and competence. Common goals and principles associated with effective teaching in higher education are highlighted using specific examples from individual authors where appropriate. A new model of instruction is then introduced: Attention, Interact, Apply, Invite – Fact, Think, Feel, Do (AIAI-FTFD), as a potential start-to-finish approach to effective teaching in higher education. Implications for use of the model in both national and international higher education contexts are discussed.

scholarly journals Academic Salaries and Contracts: What Do We Know?

2015 ◽  
pp. 2-3 ◽  
Author(s):  
Philip Altbach ◽  
Ivan Pacheco
Keyword(s):  
Higher Education ◽  
New York ◽  
Web Site ◽  
Research University ◽  
Additional Data ◽  
Institutional Analysis ◽  
International Higher Education ◽  
Boston College ◽  
Global Comparison ◽  
Academic Salaries

Data in this article are from Paying the Professoriate: A Global Comparison of Compensation and Contracts, ed- ited by Philip G. Altbach, Liz Reisberg, Maria Yudkevich, Gregory Androushchak, and Iván F. Pacheco (New York: Routlege, 2012). Additional data can be found on the project Web site: http://acarem.hse.ru. This research resulted from a collaboration between the Center for International Higher Education at Boston College and the Laboratory of Institutional Analysis at the National Research University– Higher School of Economics, Moscow, Russia.

scholarly journals Differential Item Functioning in Students Rating of Teaching Effectiveness Surveys in Higher Education According to Academic Disciplines: Data from a Saudi University

2017 ◽  
Vol 11 (4) ◽  
pp. 770
Author(s):  
Mahmoud AlQuraan ◽  
Ahmed AL Kuwaiti
Keyword(s):  
Higher Education ◽  
Differential Item Functioning ◽  
Teaching Effectiveness ◽  
Rating Scale ◽  
Academic Discipline ◽  
Teaching Quality ◽  
Academic Disciplines ◽  
Scale Model ◽  
Item Functioning ◽  
Teaching In Higher Education

This study explored academic discipline as a source of differential item functioning(DIF) in students’ rating of teaching quality and effectiveness at higher education institutions. Data utilized in this study was collected by Imam Abudalruman Bin Faisal University - KSA. The total number of surveys analyzed for the purpose of this study is 36459 from three colleges: Education, Health, and Engineering. Using Extended Rasch model (Rating Scale Model), the results show that the instrument contains four DIF items. The content of these four items confirm the possibility of considering discipline as a source of DIF items in students evaluation of teaching in higher education. Moreover, the results of the current study show that removing DIF items from the instrument increases construct validity.

scholarly journals Project Studies as A Transborder Didactic Tool in Higher Education (The Case of The German-Russian Study Project)

2020 ◽  
Vol 79 ◽  
pp. 02005
Author(s):  
Bernd-Joachim Ertelt ◽  
Roman Kondurov ◽  
Michael Scharpf ◽  
Sergey A. Barkov ◽  
Inna V. Kolodeznikova
Keyword(s):  
Higher Education ◽  
Team Building ◽  
Modern Society ◽  
State University ◽  
Project Study ◽  
International Projects ◽  
Common Goals ◽  
High Motivation ◽  
Combination Of Methods ◽  
The University

Project studies can become the most important innovative component of education programs in modern society. They allow one to not only improve the professional skills of students, but also develop competencies in the fields of project management and team building. The greatest didactic value is possessed by interdisciplinary and international projects. In the framework of their implementation, a synergistic effect occurs from a combination of methods of different sciences, as well as communications between representatives of different national scientific and educational schools. The success of a project study depends on student motivation. Their participation in setting common goals and developing methods for their achievement is the basis of high motivation. Along with this, the work of teacher-curators, oriented to help in solving emerging problems of a substantial and methodological order, acquires a fundamental role. The lack of project studies is largely due to the high requirements for the teachers involved in it. The tasks of teachers during project training are fundamentally different from those that they perform using other educational methods. This is one of the most temporarily costly and time-consuming forms of training. The study deals with the structural, managerial and didactic features of project study in higher education using as an example scientific and educational projects on labour market studies, which, since 2017, have been jointly carried out by the Moscow State University (MSU) and the University of Applied Labour Studies (UALS), Mannheim.

scholarly journals Higher Education and International Student Mobility in the Global Knowledge Economy

2012 ◽  
Vol 2 (1) ◽  
pp. 128
Author(s):  
Darla Fletcher
Keyword(s):  
Higher Education ◽  
New York ◽  
Knowledge Economy ◽  
International Student ◽  
Student Mobility ◽  
The United States ◽  
State University ◽  
International Mobility ◽  
Global Knowledge ◽  
International Student Mobility

In the context of internationalization and globalization of higher education, Kemal Gürüz’s book, Higher Education and International Student Mobility in the Global Knowledge Economy, explores contributions made by international students and scholars in higher education from a historical perspective. A native of Turkey, Gürüz studied and worked for a while at Harvard University and the State University of New York in the United States. He presents the international mobility of students and scholars with in-depth historical, cultural and socio-economical perspectives. Gürüz highlights global knowledge economy, institutional patterns of higher education, enrollments, governance, and recent changes in higher education of several countries in this book.

The Luminosity Lab—An Interdisciplinary Model of Discovery and Innovation for the 21st Century

2020 ◽  
Vol 21 (2) ◽  
pp. 115-121
Author(s):  
Mark Naufel
Keyword(s):  
Higher Education ◽  
Interdisciplinary Research ◽  
Higher Education Institutions ◽  
The Body ◽  
Academic Disciplines ◽  
System Level ◽  
State University ◽  
Arizona State University ◽  
Holistic View ◽  
Academic Units

Historically, higher education institutions have been designed with a focus on developing mastery and furthering the body of knowledge within distinct academic disciplines. Unfortunately, this intended design has resulted in a lack of collaboration between academic units and has stifled interdisciplinary research between students and faculty across domains. The Luminosity Lab, located at Arizona State University, is an archetype for a new model of collaborative interdisciplinary research teams. Exceptional students are hand-selected from all areas of the university and come together to fuse youthful spirit, academic prowess, and business acumen—the makings of a 'great group.' Students work together to produce system-level projects that are capable of having a large-scale societal impact. Building upon concepts from systems engineering, the lab employs the use of a view model to analyze current and future systems from various viewpoints (e.g., enterprise, functional, computational, engineering, technology, services, standards). By leveraging the strengths of systems thinking, strategic design, and agile methodologies, our interdisciplinary team is positioned to tackle systemic challenges in domains such as healthcare, energy, education, and global climate. This model of interdisciplinary research was tested at Arizona State University across three academic years with participation from over 100 students, who represented more than 20 academic disciplines. The results have shown successful integration of interdisciplinary expertise to identify unmet needs, design innovative concepts, and develop research-informed solutions. By adopting this approach, higher education institutions can begin to break down the walls that exist between academic units and start to use a holistic view of research and innovation for solving global issues.

PERCEPTION OF STUDENTS TOWARDS EFFECTIVE TEACHING IN HIGHER EDUCATION: A MIXED ANALYSIS APPROACH

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
Indu Bala ◽  
Franky Rani
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Effective Teaching ◽  
Quantitative Methods ◽  
Analysis Approach ◽  
Mixed Analysis ◽  
Academic Qualification ◽  
Significant Difference ◽  
Commerce Students ◽  
Teaching In Higher Education

Higher education is the source or feeder system in all works of life and therefore supplies the much-needed human resources in management, planning, designing, teaching and research. Scientific and technological advancements and economic growth of a country are as dependent on higher education system. This paper presents an investigation carried out to determine the perception of students regarding effective teaching in higher education. The research was conducted using data, collected from 100 participants of Guru Nanak Dev University, Amritsar. A mixed analysis approach was used that includes both the qualitative as well as quantitative methods for data analysis. The findings of the study qualitatively showed that the gender wise overall 69% female students and 55% male students,Qualification wise 82% undergraduate students and 83% post-graduate students and the stream wise 59% arts, 59% science and 58% commerce students agree with the effective teaching in higher education. Further the results were strengthened by using quantitative data analysis. Quantitatively t-test was conducted on the data to verify the perception of participants and the results reveal that there is significant difference between the perceptions of the male and female student towards effective teaching in Higher education. Moreover, there is no significant difference of student’s perception on the basis of their academic qualification and streams towards effective teaching in higher education.

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