Multi-Disciplined Ecosystem-Centric Bioentrepreneurship Education: Case Study – University of San Francisco (USF)

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Moira Gunn
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Product Life Cycle ◽  
Digital Health ◽  
Innovation Ecosystems ◽  
Science Technology ◽  
Different Types ◽  
The University ◽  
Future Plans

Bioentrepreneurship education has evolved into at least three different types, all of which co-exist: Education 1.0 - In Service of Biotechnology Startups, Education 2.0 – In Service of Biotechnology Innovation Ecosystems, and Education 3.0 – In Collaboration with Biotechnology Innovation Ecosystems. Examples are given at all levels, along with a Case Study of the Bioentrepreneurship (BioE) program at the University of San Francisco (USF). The USF program draws from twelve expertise disciplines described by the Bioenterprise Innovation Expertise Model (BIEM 2.0), those essential disciplines bioenterprise requires to bridge the science/technology discovery/invention through to viable commercial product life cycle. As a result, the USF program reaches graduate students across the university. The utilization of the BIEM 2.0 model throughout the BioE courses is discussed, as well as the incorporation into the curriculum of BioTech Nation interviews with biotechnology industry executives and scientists. Due to the COVID-19 Pandemic and the requirement to move the BioE courses to a remote modality, future plans include the development of a fully online Bioentrepreneurship (BioE) certificate, primarily targeting the California state biotechnology corridor of San Francisco, Los Angeles, Orange County, and San Diego Biotechnology Innovation Ecosystems. Additional new BioE courseware will address the growing sector of Digital Health.

Subjectivity, Point of View, and Dreaming

2011 ◽  
pp. 159-174
Author(s):  
Gary A. Berg
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Formal Education ◽  
Evolutionary Process ◽  
Point Of View ◽  
University Of California ◽  
Educational Environments ◽  
The Subject ◽  
Research In Education ◽  
The University

I come to the subject of this book from a very different path than most of those thinking about the use of computers in educational environments. My formal education focused originally on literature and film studies, and film production at the University of California at Berkeley, San Francisco State University, and the University of California at Los Angeles. I became professionally involved in educational administration through the backdoor of continuing education focused first on the entertainment industry, and then more broadly. It was after this combined experience of studying film and television and working in adult education that I began research in education and earned a doctorate in the field of higher education from Claremont Graduate University, with a special emphasis on distance learning. I hope that the different point of view I have developed from my eclectic background gives me the ability to make something of a unique contribution to this evolving new field. What follows is an attempt to spark a discussion that will lead to answers to the question of what are the most effective techniques for the design of computer learning environments. This is not a how-to book—we are too early in the evolutionary process of the medium to give such specific guidance. Rather, my intention is to offer some theories to elevate the thinking bout computers in education. Because the subject is interdisciplinary, combining science with the humanities, the theoretical discussion draws from abroad range of disciplines: psychology, educational theory, film criticism, and computer science. The book looks at the notion of computer as medium and what such an idea might mean for education. I suggest that the understanding of computers as a medium may be a key to re-envisioning educational technology. Oren (1995) argues that understanding computers as a medium means enlarging human-computer interaction (HCI) research to include issues such as the psychology of media, evolution of genre and form, and the societal implications of media, all of which are discussed here. Computers began to be used in educational environments much later than film, and I would have to agree with others who claim that the use of computers instructionally is still quite unsophisticated.

Tutorial Method

2011 ◽  
pp. 28-38
Author(s):  
Gary A. Berg
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Formal Education ◽  
Evolutionary Process ◽  
Point Of View ◽  
University Of California ◽  
Educational Environments ◽  
The Subject ◽  
Research In Education ◽  
The University

I come to the subject of this book from a very different path than most of those thinking about the use of computers in educational environments. My formal education focused originally on literature and film studies, and film production at the University of California at Berkeley, San Francisco State University, and the University of California at Los Angeles. I became professionally involved in educational administration through the backdoor of continuing education focused first on the entertainment industry, and then more broadly. It was after this combined experience of studying film and television and working in adult education that I began research in education and earned a doctorate in the field of higher education from Claremont Graduate University, with a special emphasis on distance learning. I hope that the different point of view I have developed from my eclectic background gives me the ability to make something of a unique contribution to this evolving new field. What follows is an attempt to spark a discussion that will lead to answers to the question of what are the most effective techniques for the design of computer learning environments. This is not a how-to book—we are too early in the evolutionary process of the medium to give such specific guidance. Rather, my intention is to offer some theories to elevate the thinking bout computers in education. Because the subject is interdisciplinary, combining science with the humanities, the theoretical discussion draws from abroad range of disciplines: psychology, educational theory, film criticism, and computer science. The book looks at the notion of computer as medium and what such an idea might mean for education. I suggest that the understanding of computers as a medium may be a key to re-envisioning educational technology. Oren (1995) argues that understanding computers as a medium means enlarging human-computer interaction (HCI) research to include issues such as the psychology of media, evolution of genre and form, and the societal implications of media, all of which are discussed here. Computers began to be used in educational environments much later than film, and I would have to agree with others who claim that the use of computers instructionally is still quite unsophisticated.

scholarly journals A Case Study of ETD Metadata Remediation at the University of Houston Libraries

2019 ◽  
Vol 63 (1) ◽  
pp. 62
Author(s):  
Santi Thompson ◽  
Xiping Liu ◽  
Albert Duran ◽  
Anne Washington
Keyword(s):  
Lessons Learned ◽  
Close Attention ◽  
University Of Houston ◽  
Metadata Quality ◽  
Version 2.0 ◽  
Electronic Theses And Dissertations ◽  
The University ◽  
Theses And Dissertations ◽  
Future Plans

This paper provides a case study on remediating electronic theses and dissertations (ETD) metadata at the University of Houston Libraries. The authors provide an overview of the team’s efforts to revise existing ETD metadata in its institutional repository as part of their commitment to aligning ETD records with the Texas Digital Library Descriptive Metadata Guidelines for Electronic Theses and Dissertations, Version 2.0 (TDL guidelines, version 2). The paper reviews the existing literature on metadata quality and ETD metadata practices, noting how their case study adds one of the first documented cases of ETD metadata remediation. The metadata upgrade process is described, with close attention to the tools and workflows developed to complete the remediation. The authors conclude the paper with a discussion of lessons learned, the project’s limitations, future plans, and the emerging needs of metadata remediation work.

scholarly journals Promoting the creation of Innovation Ecosystems: the case of the University of Porto

2018 ◽  
Vol 6 (3) ◽  
pp. 8 ◽  
Author(s):  
Carlos Melo Brito
Keyword(s):  
Growth And Development ◽  
Success Factor ◽  
Policy Makers ◽  
Innovation Ecosystems ◽  
The University ◽  
Key Success Factor ◽  
Knowledge Valorisation

Universities are increasingly acting as promoters of innovation, economic growth and regional development, a trend that has attracted the attention of both policy makers and researchers. The objective of this paper is to contribute to a deeper understanding of the role of higher education institutions as dynamic promoters of growth and development. The University of Porto is used as a case study to explore how universities can act as innovation ecosystems leaders and integrators. The main contributions of the paper are threefold. First, the case puts in evidence a key success factor: the talent to transform the knowledge produced by universities into valuable solutions for companies and other organisations. Second, links between universities and industry must assume a long-term and relational nature rather than an intermittent and transactional character. Finally, the success of university-based ecosystems depends on the integration of a diversity of actors, resources and competences. This means that a sustainable strategy of innovation and knowledge valorisation requires an approach that fosters both internal and external networking.

Interactive Response Systems in Higher Education

2006 ◽  
pp. 305-320
Author(s):  
Mick Wood
Keyword(s):  
Higher Education ◽  
Support Staff ◽  
Response System ◽  
Pilot Scheme ◽  
Response Systems ◽  
The University ◽  
Academic Year ◽  
Future Plans

The University of Central Lancashire (UCLAN) undertook an “interactive response system” (IRS) pilot scheme using IML Question Wizard (IML), complete with 100 handsets, during semester one of the 2004/2005 academic year. This case study will explain the scheme rationale and methodology of implementation. A number of example applications will be explored and evaluated, including IRS use by academic and support staff, as well as utilising the system at a number of conferences. The case study will conclude with a look at UCLAN’s future plans to expand the system.

Stories, Simulations and Case Studies

2011 ◽  
pp. 175-186
Author(s):  
Gary A. Berg
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Formal Education ◽  
Evolutionary Process ◽  
Point Of View ◽  
University Of California ◽  
Educational Environments ◽  
The Subject ◽  
Research In Education ◽  
The University

I come to the subject of this book from a very different path than most of those thinking about the use of computers in educational environments. My formal education focused originally on literature and film studies, and film production at the University of California at Berkeley, San Francisco State University, and the University of California at Los Angeles. I became professionally involved in educational administration through the backdoor of continuing education focused first on the entertainment industry, and then more broadly. It was after this combined experience of studying film and television and working in adult education that I began research in education and earned a doctorate in the field of higher education from Claremont Graduate University, with a special emphasis on distance learning. I hope that the different point of view I have developed from my eclectic background gives me the ability to make something of a unique contribution to this evolving new field. What follows is an attempt to spark a discussion that will lead to answers to the question of what are the most effective techniques for the design of computer learning environments. This is not a how-to book—we are too early in the evolutionary process of the medium to give such specific guidance. Rather, my intention is to offer some theories to elevate the thinking bout computers in education. Because the subject is interdisciplinary, combining science with the humanities, the theoretical discussion draws from abroad range of disciplines: psychology, educational theory, film criticism, and computer science. The book looks at the notion of computer as medium and what such an idea might mean for education. I suggest that the understanding of computers as a medium may be a key to re-envisioning educational technology. Oren (1995) argues that understanding computers as a medium means enlarging human-computer interaction (HCI) research to include issues such as the psychology of media, evolution of genre and form, and the societal implications of media, all of which are discussed here. Computers began to be used in educational environments much later than film, and I would have to agree with others who claim that the use of computers instructionally is still quite unsophisticated.

Dramatic Structure, Genre and Editing

2011 ◽  
pp. 134-158
Author(s):  
Gary A. Berg
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Evolutionary Process ◽  
Point Of View ◽  
University Of California ◽  
Dramatic Structure ◽  
Educational Environments ◽  
The Subject ◽  
Research In Education ◽  
The University

I come to the subject of this book from a very different path than most of those thinking about the use of computers in educational environments. My formal education focused originally on literature and film studies, and film production at the University of California at Berkeley, San Francisco State University, and the University of California at Los Angeles. I became professionally involved in educational administration through the backdoor of continuing education focused first on the entertainment industry, and then more broadly. It was after this combined experience of studying film and television and working in adult education that I began research in education and earned a doctorate in the field of higher education from Claremont Graduate University, with a special emphasis on distance learning. I hope that the different point of view I have developed from my eclectic background gives me the ability to make something of a unique contribution to this evolving new field. What follows is an attempt to spark a discussion that will lead to answers to the question of what are the most effective techniques for the design of computer learning environments. This is not a how-to book—we are too early in the evolutionary process of the medium to give such specific guidance. Rather, my intention is to offer some theories to elevate the thinking bout computers in education. Because the subject is interdisciplinary, combining science with the humanities, the theoretical discussion draws from abroad range of disciplines: psychology, educational theory, film criticism, and computer science. The book looks at the notion of computer as medium and what such an idea might mean for education. I suggest that the understanding of computers as a medium may be a key to re-envisioning educational technology. Oren (1995) argues that understanding computers as a medium means enlarging human-computer interaction (HCI) research to include issues such as the psychology of media, evolution of genre and form, and the societal implications of media, all of which are discussed here. Computers began to be used in educational environments much later than film, and I would have to agree with others who claim that the use of computers instructionally is still quite unsophisticated.

Learning Theory and Technology

2011 ◽  
pp. 9-27 ◽  
Author(s):  
Gary A. Berg
Keyword(s):  
Los Angeles ◽  
San Francisco ◽  
Formal Education ◽  
Evolutionary Process ◽  
Point Of View ◽  
University Of California ◽  
Educational Environments ◽  
The Subject ◽  
Research In Education ◽  
The University

I come to the subject of this book from a very different path than most of those thinking about the use of computers in educational environments. My formal education focused originally on literature and film studies, and film production at the University of California at Berkeley, San Francisco State University, and the University of California at Los Angeles. I became professionally involved in educational administration through the backdoor of continuing education focused first on the entertainment industry, and then more broadly. It was after this combined experience of studying film and television and working in adult education that I began research in education and earned a doctorate in the field of higher education from Claremont Graduate University, with a special emphasis on distance learning. I hope that the different point of view I have developed from my eclectic background gives me the ability to make something of a unique contribution to this evolving new field. What follows is an attempt to spark a discussion that will lead to answers to the question of what are the most effective techniques for the design of computer learning environments. This is not a how-to book—we are too early in the evolutionary process of the medium to give such specific guidance. Rather, my intention is to offer some theories to elevate the thinking bout computers in education. Because the subject is interdisciplinary, combining science with the humanities, the theoretical discussion draws from abroad range of disciplines: psychology, educational theory, film criticism, and computer science. The book looks at the notion of computer as medium and what such an idea might mean for education. I suggest that the understanding of computers as a medium may be a key to re-envisioning educational technology. Oren (1995) argues that understanding computers as a medium means enlarging human-computer interaction (HCI) research to include issues such as the psychology of media, evolution of genre and form, and the societal implications of media, all of which are discussed here. Computers began to be used in educational environments much later than film, and I would have to agree with others who claim that the use of computers instructionally is still quite unsophisticated.

Women & Film

2015 ◽  
Vol 1 (1) ◽  
pp. 153-162
Author(s):  
Clarissa K. Jacob
Keyword(s):  
Graduate Students ◽  
Los Angeles ◽  
San Francisco ◽  
Feminist Perspective ◽  
University Of California ◽  
Feminist Politics ◽  
Set Up ◽  
Short Essay ◽  
The University

This short essay provides an introduction to the short-lived but influential magazine Women & Film, published in California between 1972 and 1975. Two graduate students, Siew-Hwa Beh (b. 1945) and Saundra Salyer (b. 1946), from the University of California, Los Angeles, and San Francisco State, respectively, were the founders of this pioneering publication devoted entirely to providing a feminist perspective on film. They set up the magazine in response to a collision between their radical leftist and feminist politics and their cinephilia. This essay contextualizes some examples, which are reproduced here, of the first issue's contents. It also sheds light on the eclectic and impassioned approach adopted by the magazine's editors and contributors, bolstered by accompanying excerpts and images.

scholarly journals Moroccan University Students' Ability in Comprehending Argumentative Listening and Descriptive Listening Discourses: Meknes and kenitra as a Case Study

2022 ◽  
Vol 5 (1) ◽  
pp. 43-51
Author(s):  
Rajae Berkane
Keyword(s):  
University Students ◽  
Teaching Methods ◽  
Listening Skills ◽  
Education Professional ◽  
Significant Difference ◽  
Different Types ◽  
Listening Ability ◽  
University Level ◽  
The University

The students' comprehension of listening texts in different types of discourse is mandatory at the university level. However, Moroccan university students still find difficulties when listening to some types of discourse, especially the argumentative and the descriptive ones. Admittedly, knowing about the hindrances that students face while listening to different types of discourse will pave the way for teachers to improve their teaching methods concerning listening skills. The objective of this study is to measure the Moroccan university students' ability to comprehend argumentative and descriptive listening texts and whether there is a correlation between the two types of discourse. Tests are used as data collection instruments that were assigned to 92 Moroccan Semester 4 students studying in education professional BA degree in the school of Art and Humanities Moulay Ismail University in Meknes, Ibn Tofail University in Kenitra as well as ENS (Ecole National Supérieure) in Meknes. The findings state that there is a significant difference between descriptive and argumentative listening ability as well as a significant positive correlation between the two sets of data.

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