Professional School Faculty in Higher Education: Where the Ivory Tower meets the Real World

2016 ◽  
Vol 2016 (1) ◽  
pp. 13821
Author(s):  
David J. Finch ◽  
Loren Falkenberg ◽  
Patricia Genoe McLaren ◽  
Kent Rondeau ◽  
Norman O'Reilly
Keyword(s):  
Higher Education ◽  
Real World ◽  
Professional School ◽  
Ivory Tower ◽  
The Real ◽  
School Faculty

Making Ivory-Tower Job Analysis Useful in the Real World

2006 ◽  
Author(s):  
Mark A. Wilson ◽  
Milton Hakel ◽  
Robert J. Harvey
Keyword(s):  
Real World ◽  
Job Analysis ◽  
Ivory Tower ◽  
The Real

From the Ivory Tower to the Real World: Translating an Evidence-Based Intervention for Latino Dementia Family Caregivers into a Community Setting

2015 ◽  
pp. 105-123 ◽  
Author(s):  
Dolores Gallagher-Thompson ◽  
Paula Alvarez ◽  
Veronica Cardenas ◽  
Marian Tzuang ◽  
Roberto E. Velasquez ◽  
...  
Keyword(s):  
Family Caregivers ◽  
Real World ◽  
Community Setting ◽  
Evidence Based ◽  
Ivory Tower ◽  
The Real

Statistics in the Classroom: Written Projects Portraying Real-World Situations

1992 ◽  
Vol 85 (4) ◽  
pp. 310-313
Author(s):  
Jonita Sommers
Keyword(s):  
Higher Education ◽  
High School ◽  
Real World ◽  
Oil Fields ◽  
Eighth Grade ◽  
The Real ◽  
The Past ◽  
Mathematics Class ◽  
Out Of School

“Why do I have to do this math? This is not something I need to know. I will not use it when I get out of school!” exclaimed Jesse and some of his classmates. Have you ever heard these comments? In the past, my students were learning the concepts, hut they were not associating the importance of mathematics and its uses in the real world. This year, I have tried to show the students in my eighth-grade mathematics class how mathematics will apply to their lives, whether they work on a ranch, work in the oil fields, or get a higher education after high school.

The Real World of the Ivory Tower: Linking Classroom and Practice via Pedagogical Modeling

2008 ◽  
Vol 28 (1-2) ◽  
pp. 35-51 ◽  
Author(s):  
Carolyn Campbell ◽  
Rose Scott-Lincourt ◽  
Kimberley Brennan
Keyword(s):  
Real World ◽  
Ivory Tower ◽  
The Real

2. Some General Warnings for the Novice Tort Lawyer

2013 ◽  
Author(s):  
Simon Deakin ◽  
Angus Johnston ◽  
Basil Markesinis
Keyword(s):  
Decision Making ◽  
Human Rights ◽  
Real World ◽  
Tort Law ◽  
Ivory Tower ◽  
Human Rights Law ◽  
Liability Rules ◽  
The Real ◽  
The Relationship ◽  
Academic Interests

This chapter discusses issues that readers must bear in mind when encountering criticism of individual rules, decisions, and academic opinions in the remainder of the book. These are: how judicial mentality and outlook affects decision-making; academic interests and practitioners’ concerns; ivory tower neatness v. the untidiness of the real world; tort’s struggle to solve modern problems with old tools; need to reform tort law; whether liability rules are restricted because the damages rules have been left unreformed or because the relationship between liability and damages has been neglected; that tort law is, in practice, often inaccessible to the ordinary victim; and that human rights law is set to influence tort law, but this influence is likely to be gradual and indirect.

Music Education’s Hero Collective: More Like the Justice League Than Superman

2017 ◽  
Vol 2 (Volume 2, Issue 2: Winter 2017) ◽  
pp. 88-94
Author(s):  
Clint Randles
Keyword(s):  
Higher Education ◽  
Curriculum Development ◽  
Music Education ◽  
Real World ◽  
Creative Process ◽  
Change Process ◽  
Hero's Journey ◽  
The Real ◽  
K 12

This article is the author’s autoethnographic exploration of change in music education (Randles, 2013, 2015a) as illustrative of a hero collective, a term used here to represent a sociocultural explanation of Campbell’s hero’s journey as outlined in The Hero with a Thousand Faces (2008). The hero collective is a term that is inclusive of all individuals working in the field of music education who would like to see much more diversity in offerings and modes of musicianship represented in the curriculum of primary and secondary (K-12), as well as higher education music. Tensions involved in this pursuit are presented as part of the separation-initiation-return cycle of Campbell’s hero’s journey as expressed specifically by Vogler (2007). The hero collective is proposed to be a more realistic explanation of how to conceptualize the hero’s journey, given the current discourse in the creativity literature around sociocultural as opposed to purely individualized notions of creativity (Sawyer, 2012). The author makes the case, in line with previous work, that curriculum development is a creative process, and that the hero’s journey might be used as one way of conceptualizing what the change process might look like in the real world.

Climbing the Virtual Minbar of Cyberspace

2011 ◽  
Vol 45 (2) ◽  
pp. 182-191 ◽  
Author(s):  
Daniel M. Varisco
Keyword(s):  
Real World ◽  
Fairy Tale ◽  
The Internet ◽  
Ivory Tower ◽  
The Real ◽  
Brothers Grimm ◽  
Fantasy World ◽  
The Witch ◽  
Wilhelm Grimm

“Rapunzel, Rapunzel, let down your hair, so that I may climb the golden stair.BROTHERS GRIMM FAIRY TALEAs an avowedly secular anthropologist who studies Islamic cultures, what better way to orient myself than a fairy tale of the Brothers Grimm. As the story of Rapunzel is spun, a young maiden is trapped in a tower by a wicked witch and forced to let down her golden hair for the old dame to climb. One day along comes a prince, who with the best of intentions tries to free the girl but is pushed out of the tower by the witch and blinded by thorns. In the children’s version the couple is eventually reunited and lives happily ever after. In the real world ever before us there are seldom such happy endings. As scholars of Islam, institutionally holed up in the Ivory Tower of Academic Isolation, there are not many opportunities to let down our doctored hair and allow our golden voices to escape the classroom. One such opportunity, seemingly out of a fantasy world not even imagined by Jakob and Wilhelm Grimm, is opened up by the Internet.

scholarly journals Use Of Outcome Measures To Modernize Curricula

2005 ◽  
Vol 2 (9) ◽  
Author(s):  
J. Patrick McLaughlin ◽  
Jason White
Keyword(s):  
Higher Education ◽  
Outcome Measures ◽  
Real World ◽  
Outcomes Assessment ◽  
State University ◽  
The Real ◽  
Course Content ◽  
Outcome Measurements ◽  
Major Player

In the current environment in higher education of trying to substantiate and justify that you are doing a great job as a department educating your students to be prepared for the “real world”, outcomes assessment is a major player.  But as many departments have found, “once you have received the feedback, now what do you do with it?”  Our paper will discuss how some of the outcome measurements that we use at Northwest Missouri State University in the Finance discipline become our decision drivers in course content and curricular reformation.

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