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Journal articles on the topic 'History of Student Affairs'
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Farrington, Elizabeth Leigh. "Panel Recounts History of Women Leading Student Affairs." Women in Higher Education 19, no. 4 (April 2010): 17–18. http://dx.doi.org/10.1002/whe.10044.
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Miller, Theodore K., and Richard B. Caple. "To Mark the Beginning: A Social History of College Student Affairs." Journal of Higher Education 70, no. 4 (July 1999): 472. http://dx.doi.org/10.2307/2649314.
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Miller, Theodore K. "To Mark the Beginning: A Social History of College Student Affairs." Journal of Higher Education 70, no. 4 (July 1999): 472–74. http://dx.doi.org/10.1080/00221546.1999.11780775.
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Scott, Robert A., and Pamela M. Bischoff. "Preserving Student Affairs in Times of Fiscal Constraint: A Case History." Journal of Student Affairs Research and Practice 38, no. 1 (September 2000): 122–33. http://dx.doi.org/10.2202/1949-6605.1131.
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Hevel, Michael S. "Toward a History of Student Affairs: A Synthesis of Research, 1996–2015." Journal of College Student Development 57, no. 7 (2016): 844–62. http://dx.doi.org/10.1353/csd.2016.0082.
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Kimball, Ezekiel W., and Andrew J. Ryder. "Using History to Promote Reflection: A Model for Reframing Student Affairs Practice." Journal of Student Affairs Research and Practice 51, no. 3 (July 2014): 298–310. http://dx.doi.org/10.1515/jsarp-2014-0030.
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Young, Robert B. "Examining the History of Student Affairs through the Lens of Professional Education." NASPA Journal 30, no. 4 (July 1, 1993): 243–51. http://dx.doi.org/10.1080/00220973.1993.11072322.
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L White, Chaunte, and Miranda Wilson. "We Built this Joint for Free: Counter-stories of Black American Contributions to Higher Education." Journal for the Study of Postsecondary and Tertiary Education 4 (2019): 123–42. http://dx.doi.org/10.28945/4432.
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Aim/Purpose: Black contributions to higher education are frequently marginalized by some of the field’s most commonly cited historians. The purpose of this conceptual paper is threefold: to demarginalize the role of Black Americans within the higher education history narrative; to demonstrate the need to reconsider the course reading selections used to facilitate learning in this area; and, to emphasize the importance of higher education history as vehicle for understanding current issues across the postsecondary landscape. Background: Sanitized historical accounts often shape Higher Education and Student Affairs students’ learning of the history of American higher education. This is important due to the role historical knowledge plays in understanding current issues across the postsecondary landscape. Methodology: This conceptual paper juxtaposes commonly used higher education history texts against works that center Black higher education history. Elements of Critical Race Theory (CRT) frame this paper and serve as an analytic tool to disrupt master narratives from seminal history of higher education sources. Contribution: This paper contributes to literature on the history of higher education and offers considerations for the implications of course reading selections. Findings: We found that countering the master narratives shows how our contemporary experience has been shaped by colonial processes and how the historical role of Black Americans in higher education is often minimized. Recommendations for Practitioners: Citing how higher education and student affairs instructors’ choices around scholarship have implications for classroom learning and for the future of research and practice, this work recommends diversifying history of higher education course reading selections to help students gain better understanding of the historical impact of white supremacy, systemic oppression, and racism on postsecondary education. Future Research: Further research is needed to understand the impact of course reading selections on HESA student learning and empirically identify frequencies of text usage in history of higher education classrooms
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Early, Steve. "Contemporary Affairs Thoughts on the "Worker-Student Alliance"—Then and Now." Labor History 44, no. 1 (February 2003): 5–13. http://dx.doi.org/10.1080/0023656032000056985.
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Shireman, Robert. "Learn Now, Pay Later: A History of Income-Contingent Student Loans in the United States." ANNALS of the American Academy of Political and Social Science 671, no. 1 (April 27, 2017): 184–201. http://dx.doi.org/10.1177/0002716217701673.
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The idea of financing higher education with the income that comes afterward has been formally proposed and implemented in the United States, in various permutations, since at least 1971. The attractiveness of the concept is exemplified by the political diversity of its proponents, ranging from Senator Ted Kennedy to President Ronald Reagan, and from presidential candidates Michael Dukakis (Democratic governor who ran in 1988) to Jeb Bush (Republican former governor who ran in 2016). This article examines the design of the various proposals over time, the arguments in support and opposition, and the current state of affairs.
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Eaton, Paul William, and Laura Smithers. "This is not a checklist: Higher education and student affairs competencies, neoliberal protocol, and poetics." Educational Philosophy and Theory 52, no. 5 (November 25, 2019): 560–74. http://dx.doi.org/10.1080/00131857.2019.1679624.
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W Calhoun, Daniel, Steven Tolman, and Kaylee M. King. "Striving to Align with the CAS Standards: Graduate Preparatory Programs in Higher Education & Student Affairs." Journal for the Study of Postsecondary and Tertiary Education 5 (2020): 001–16. http://dx.doi.org/10.28945/4472.
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Aim/Purpose: This study examined Higher Education/Student Affairs (HE/SA) programs’ curriculum alignment with the CAS Standards. Background: HE/SA programs have a limited number of credit hours (27-65) and must structure their curriculum within the confines. The CAS Standards guides HE/SA programs and recommends this curriculum include a focus on six content areas. Methodology: A quantitative study that examined the curriculum of the HE/SA programs in the United States (n = 230) and their offering of exclusive courses aligning with the six content areas recommended by the CAS Standards. Contribution: This study is the first to broadly examine the curriculum of the collective HE/SA programs in the United States. It can serve as a catalyst to encourage further research and scholarly discussion around the curriculum of HE/SA programs and the professional preparation of higher education administrators. Findings: Key findings included that of the six content areas, History and Counseling were the areas least likely to be offered in HE/SA programs (48% and 41%, respectively) compared to 82% and above for the other four areas. Evidence suggests that program offerings of 36-39 credit hours may be the “sweet spot” in balancing credit hours with their ability to meet CAS Standards. Recommendations for Practitioners: There is a need for HE/SA faculty and practitioners to communicate where HE/SA programs fell short meeting the CAS Standards so that practitioners can continue in the professional development of these young practitioners. This “handoff” between faculty and practitioners will further strengthen the field of student affairs. Recommendation for Researchers: The findings of this study illuminate the important future research question as to whether there is a difference in the academic preparedness (perceived and/or actual) of graduates who attend programs that are more closely aligned with the CAS Standards? Impact on Society: Recognizing the importance that student affairs professionals have on student development (in-and-out of the classroom), this study challenges educators and practitioners to ensure they are adequately developing the next generation of college administrative leaders. Future Research: Examination of the curriculum alignment in the future once the CAS Standards for Graduate Preparatory Programs are revised
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Banchich, Thomas M. "On Goulet's chronology of Eunapius' life and works." Journal of Hellenic Studies 107 (November 1987): 164–67. http://dx.doi.org/10.2307/630077.
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In the centennial JHS, R. Goulet proposed a radical revision of the chronology of the life and literary productions of Eunapius of Sardis. Briefly stated, Goulet argued that Eunapius had arrived as a student in Athens in 364, rather than 362, and identified the later date with the terminus of the first ἔκδοσις of Eunapius' History, the publication of which he placed not before 395. This date, in turn, forced him to explain references in Eunapius' other known work, the Vitae Sophistarum, to post-364 events that had already been treated in the History, as anticipatory allusions integrated into accounts of earlier affairs. Though Goulet's reconstruction has as yet gone unchallenged, its infirm foundation of hypothesis supported by special pleading collapses beneath the weight of the evidence at hand.
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Leonard, Simon. "Children's History: Implications of Childhood Beliefs for Teachers of Aboroginal Students." Australian Journal of Indigenous Education 30, no. 2 (2002): 20–24. http://dx.doi.org/10.1017/s1326011100001447.
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While conducting research intended to explore the underlying thoughts and assumptions held by non-Indigenous teachers and policy makers involved in Aboriginal education I dug out my first book on Australian history which had been given when I was about seven years old. Titled Australia From the Beginning (Pownall, 1980), the book was written for children and was not a scholarly book. It surprised me, then, to find so many of my own understandings and assumptions about Aboriginal affairs and race relations in this book despite four years of what had seemed quite liberal education in Australian history.
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Falconer, Thirstan, and Zack MacDonald. "Policy Writing Simulations." Teaching History: A Journal of Methods 45, no. 2 (November 19, 2020): 18–41. http://dx.doi.org/10.33043/th.45.2.18-41.
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Policy writing is an effective skill that history instructors should teach their students for life after their undergraduate degree. This article proposes that instructors encourage their students to learn policy writing through experiential learning practices. In particular, it advocates for the use of live simulations in the undergraduate history classroom that emphasize policy writing solutions. In this case, the collaboration between historians and librarians is demonstrative of effective historical analysis and fundamental research practices. This article uses a third-year history course in Canadian External Relations as the primary example to share this model. In a simulation, upper-year students are situated within a particular historical event and are tasked to complete a group-based action memorandum writing exercise during a timed in-class period. This simulation policy writing exercise gives students first-hand experience working collaboratively with one another in a political decision-making setting. The simulation can be supplemented with an independent writing assignment that also emphasizes policy writing, such as an action memorandum or a briefing note, in place of the traditional history research paper. This article examines a Canadian history simulation which situates students within the Canadian Department of External Affairs during the Suez crisis. It demonstrates the enhancement of student learning through a practice-based, hands-on approach, that requires collaboration and semester-long learning. The simulation challenges students to act and resolve the scenario at hand. Policy writing is the process by which “government employees and non-governmental organizations create written documents for lawmakers and policy professionals to read.” Policy documents can be a variety of lengths, ranging from short-briefings to lengthy reports.[1]In the course model proposed in this article, students learn policy writing while they also continue to develop valuable history-related skills such as creativity, research, analysis, and critical-thinking. Victor Asal has argued that “the best way to get educational mileage out of a simulation is to treat it as an interactive case where learning takes place before, during, and after the simulation.”[2]Assigning an independent policy writing assignment in addition to the simulation has significant benefits for student learning.
[1]Andrew Pennock, “The Case for Using Policy Writing in Undergraduate Political Science Courses,” PS: Political Science and Politics 44.1 (2011): 141.
[2]Victor Asal, “Playing Games with International Relations,” International Studies Perspectives 6 (2005): 362.
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Fedotov, Sergey, Tatyana Maltseva, and Yuliya Milyukova. "Psychological features of motivation of cadets of educational organizations of the Ministry of internal Affairs of Russia." Applied psychology and pedagogy 5, no. 3 (July 14, 2020): 76–92. http://dx.doi.org/10.12737/2500-0543-2020-66-82.
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This article covers the problem of motivation of employees of internal Affairs bodies in General and cadets of educational organizations of the Ministry of internal Affairs of Russia, in particular. The author analyzes the history of views on the problem of motivation and determines the actual vectors of its study in modern conditions within the framework of professional activity. The authors define the role of motivation in the structure of operational and service activities of police officers. The importance of studying and developing motivation in cadets and students of educational organizations of the Ministry of internal Affairs of Russia is shown. Based on the analysis, a content-functional model of studying and developing the motivation of cadets of educational organizations of the Ministry of internal Affairs of Russia is presented. Presents and describes a pilot study aimed at examining the motivation of cadets and listeners of educational institutions of the MIA of Russia for students 1 and 5 courses of faculty of training of police on protection of a public order of Moscow University of the MIA of Russia named after V. J. Kikot. Based on the analysis of experimental data, significant differences between the samples were identified.
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Shorter, Frederic C. "Turkish Population in the Great Depression." New Perspectives on Turkey 23 (2000): 103–24. http://dx.doi.org/10.1017/s089663460000340x.
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The “Professor” is not a machine for giving lectures, but is a resource to the students-one who inspires them to investigate and question, one who guides them and one who is able to sustain their enthusiasm for study and research. The real professor is himself a lifelong student. (Reşit Galip, Minister of Education, Istanbul University, 1933)During the 1930s, in the upper circles of public life and the professions, the Kemalist excitement and energy for establishing a great new nation was strong. Leadership came from many individuals, each offering what he or she could do to involve younger persons in the process. The state was not yet a robust civil institution, as it lacked economic resources, especially during the 1920s and the depression years of the 1930s. It was only beginning to gain experience in dealing with and taking the lead in civil affairs.
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Imamutdinova, Albina, Nikita Kuvshinov, Elena Venidiktova, and Ramziya Gubaydullina. "PUGWASH CONFERENCE ON SCIENCE AND WORLD AFFAIRS: CONTRIBUTION MADE BY VLADIMIR MIKHAILOVICH KHVOSTOV." Humanities & Social Sciences Reviews 7, no. 6 (November 24, 2019): 301–4. http://dx.doi.org/10.18510/hssr.2019.7654.
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Purpose: The article deals with the research activities and interests of Vladimir Mikhailovich Khvostov, which were quite diverse. After analyzing numerous historiographical and archival sources, as well as available literature on this topic, it will be advisable to identify three areas of scientific interests of the scientist.
Methodology: The History of diplomacy and international relations; problems of General and national history (mainly the events of world wars); and the tasks of pedagogical science in General (including historical education). In any of the three presented topics of the study V. M. Khvostov managed to prove himself as a teacher, historian, and organizer of science.
Results: Vladimir Mikhailovich Khvostov studied relations between the world's leading powers, military clashes, and diplomatic history. However, the creative contribution of this scientist has not yet been the subject of special consideration. The article marks the contribution made by Academician Khvostov Vladimir Mikhailovich in the Pugwash movement, his reports, and talks at international congresses and conferences.
Applications: This research can be used for universities, teachers, and students.
Novelty/Originality: This paper analyzes numerous historiographical and archival sources and available literature on the research activities and interests of Vladimir Mikhailovich Khvostov in the context of the History of diplomacy and international relations.
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Ulicka, Danuta. "At the crossroads of Marxism and structuralism in modern Polish literary theory (1918–1939): The case of Warsaw and Vilnius student circles." Thesis Eleven 159, no. 1 (August 2020): 64–77. http://dx.doi.org/10.1177/0725513620945808.
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In this paper, I aim to determine the place of Marxism in Polish literary studies of the 20th century. The starting point is (1) Czesław Miłosz’s comment on the identity of Marxism and structuralism; (2) the absence of the term ‘Marxism’ in the names of Polish workers’ parties and pro-Marxist academic discourse (except an insignificant short period directly after the Second World War when Marxist rhetoric prevailed). Referring to political history, I suggest an explanation of this state of affairs, revealing the function of Marxism under different names in philosophical texts from the beginning of the 20th century. To support my argument, I draw on documents from the newly discovered archive of Dawid Hopensztand. I use this archive to reconstruct his social biography and justify the main thesis about the permanent presence of Marxism in the works of such thinkers as Leszek Kołakowski, Zygmunt Bauman, and even Czesław Miłosz.
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Wang, Haoyu, Valery Kh Manerov, and Andrey E. Frai. "Conscience: The history of the concept, the state of affairs in modern Russia, and students’ views." Psychology in Education 2, no. 4 (2020): 337–48. http://dx.doi.org/10.33910/2686-9527-2020-2-4-337-348.
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O'Sullivan, Michael. "A Hungarian Josephinist, Orientalist, and Bibliophile: Count Karl Reviczky, 1737–1793." Austrian History Yearbook 45 (April 2014): 61–88. http://dx.doi.org/10.1017/s0067237813000611.
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Amid the preparations for the abortive Russo-Ottoman peace talks at Fokschan in April 1772, Anton Wenzel Kaunitz instructed the Austrian Internuntius in Istanbul, Franz Maria Thugut, to elect a colleague to accompany him to the congress. Kaunitz, eager to maintain Austria's unique relationship with both belligerent parties, suggested two young orientalists, Bernhard von Jenisch and the Hungarian noble Karl Reviczky as suitable companions. In character with many thirty-somethings in the Habsburg bureaucracy in the 1770s, Thugut, Jenisch, and Reviczky were fluent in Arabic, Persian, and Ottoman Turkish and possessed an exceptional knowledge of Ottoman affairs. As members of the Austrian embassy to the Ottoman Porte, they had each spent long sojourns in Istanbul. The recruitment and education of such men had been one of Kaunitz's priorities since the 1750s. Thugut knew both candidates well, especially Jenisch, an old chum since their student days at the Oriental Academy in Vienna. Despite Reviczky's recent successes as a translator of an Ottoman treatise on government and some ghazals by the Persian poet Hafez, Thugut did not share Kaunitz's esteem for the young noble, explaining that Reviczky “is as ingenious as he is faint-hearted; he turns pale at the mere mention of plague and would take objection to travel over the channel with sharp winds.”
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Marchenko, Gennadiy, and Irina Soshnikova. "The application of educational teaching methods in educational organizations of the Ministry of Internal Affairs of Russia." Vestnik of the St. Petersburg University of the Ministry of Internal Affairs of Russia 2020, no. 3 (October 2, 2020): 202–9. http://dx.doi.org/10.35750/2071-8284-2020-3-202-209.
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The article reveals the content of modern training technologies for internal affairs bodies; approaches are presented to training and education of cadets and students of educational organizations of the system of the Ministry of Internal Affairs of Russia and educational methods the foundation of which is formed value content of professional activities: patriotism and citizenship, service to the Fatherland and interests of the people, loyalty to the law and official duty. The authors propose specific methods (case methods, group discussions, role-playing and business games) for use during seminars and practical classes in the discipline «Professional ethics and official etiquette». These methods are active and interactive, and their content is based on the appeal to literary and cinematic works on the activities of law enforcement officers on various stages of national history. The article is of methodological interest for scientific and academicians of educational organizations of the system of the Ministry of Internal Affairs of Russia, teaching humanities. The authors come to the conclusion that the use of educational methods of teaching in the classroom gives cadets and listeners a clear idea of the main components of professional activity and official duty, morality and law, strengthens the understanding of the continuity of the glorious traditions of previous generations of employees of the internal affairs bodies, allows creating the Ministry of Internal Affairs in educational organizations Russia a favorable upbringing environment and qualitatively raise the level of practical readiness of graduates for professional activities.
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Pięta, Wiesław. "Table tennis in the Archives of the Institute of National Remembrance (University World Championship)." Sport i Turystyka. Środkowoeuropejskie Czasopismo Naukowe 3, no. 1 (2020): 99–118. http://dx.doi.org/10.16926/sit.2020.03.06.
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Table tennis in the academic community in Poland has over ninety years of history. Polish university students have been participating in international sports competitions for five decades. Andrzej Grubba and Leszek Kucharski, world and European championship medal winners and Olympians, started their international sports careers in the colours of the Students’ Sports Association. Poland has organized two university world championships. The Gdańsk academic world championships in 1984 were held under operational surveillance of the Provincial Office of Internal Affairs.
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Chan, Pui-Kai. "Economic and Public Affairs: An Education for Citizenship in Hong Kong." Citizenship, Social and Economics Education 1, no. 2 (June 1996): 97–104. http://dx.doi.org/10.2304/csee.1996.1.2.97.
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Economic and Public Affairs (EPA) has been an integrated study of social, economic and political education for the junior secondary classes in Hong Kong since 1984, the year in which the Sino-British Joint Declaration on the Question of Hong Kong was signed. The Hong Kong students could, from then onwards have an opportunity to receive an education for citizenship, in preparation for the post-Joint-Declaration era from 1984 till the end of June, 1997. The scope of content in the three-year curriculum was analysed to have covered mainly the aspect of social education, while that for economic and political education was surprisingly insufficient, if a balanced ‘education for citizenship’ was intended. A revised syllabus with a set of new and re-arranged topics in social, economic and political education was proposed, to cater for the needs of Hong Kong students from 1996 to the beginning years of the new Hong Kong Special Administrative Region (HKSAR). It is extremely important and urgent for Hong Kong teachers to commit themselves more actively than at any other time in the Hong Kong history since 1841, to facilitate an education for citizenship in schools.
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Lawrence, Adrea. "Epic Learning in an Indian Pueblo: A Framework for Studying Multigenerational Learning in the History of Education." History of Education Quarterly 54, no. 3 (August 2014): 286–302. http://dx.doi.org/10.1111/hoeq.12068.
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Writing from her position as the Office of Indian Affairs (OIA) Superintendent at the Potrero School on the Morongo (Malki) reservation in southern California in 1909, Clara D. True concluded an article on her experiences as an Anglo teacher working with American Indian populations in the United States: The more one knows of the Indian as he really is, not as he appears to the tourist, the teacher, or the preacher, the more one wonders. The remnant of knowledge that the Red Brother has is an inheritance from a people of higher thought than we have usually based our speculation upon. It is to be regretted that in dealing with the Indian we have not regarded him worthwhile until it is too late to enrich our literature and traditions with the contribution he could so easily have made. We have regarded him as a thing to be robbed and converted rather than as a being with intellect, sensibilities, and will, all highly developed, the development being one on different lines from our own as only necessity dictated. The continent was his college. The slothful student was expelled from it by President Nature. Physically, mentally, and morally, the North American Indian before the degradation at our hands was a man whom his descendants need not despise.
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Nunnally, Shayla C. "How We Remember (and Forget) in Our Public History." Perspectives on Politics 14, no. 3 (August 31, 2016): 764–65. http://dx.doi.org/10.1017/s1537592716001328.
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Woodrow Wilson is the only American political scientist to have served as President of the United States. In the time between his political science Ph.D. (from Johns Hopkins, in 1886) and his tenure as president (1913–21), he also served as president of Princeton University (1902–10) and president of the American Political Science Association (1909–10). Wilson is one of the most revered figures in American political thought and in American political science. The Woodrow Wilson Award is perhaps APSA’s most distinguished award, given annually for the best book on government, politics, or international affairs published in the previous year, and sponsored by the Woodrow Wilson Foundation at Princeton University.Wilson has also recently become the subject of controversy, on the campus of Princeton University, and in the political culture more generally, in connection with racist statements that he made and the segregationist practices of his administration. A group of Princeton students associated with the “Black Lives Matter” movement has demanded that Wilson’s name be removed from two campus buildings, one of which is the famous Woodrow Wilson School of Public and International Affairs (see Martha A. Sandweiss, “Woodrow Wilson, Princeton, and the Complex Landscape of Race,” http://www.thenation.com/article/woodrow-wilson-princeton-and-the-complex-landscape-of-race/). Many others have resisted this idea, noting that Wilson is indeed an important figure in the history of twentieth-century liberalism and Progressivism in the United States.A number of colleagues have contacted me suggesting that Perspectives ought to organize a symposium on the Wilson controversy. Although we do not regularly organize symposia around current events, given the valence of the controversy and its connection to issues we have featured in our journal (see especially the September 2015 issue on “The American Politics of Policing and Incarceration”), and given Wilson's importance in the history of our discipline, we have decided to make an exception in this case. We have thus invited a wide range of colleagues whose views on this issue will interest our readers to comment on this controversy. —Jeffrey C. Isaac, Editor.
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Lansing, Charles B. "Aristocratic Eigensinn and the Fight to Save the Ritterakademie am Dom, 1935–1945." Central European History 43, no. 2 (May 13, 2010): 239–69. http://dx.doi.org/10.1017/s0008938910000026.
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In the early morning of May 26, 1935, some residents of the eastern German city of Brandenburg an der Havel awoke to shouts of “We Want Our Kaiser Back” and “We Want Back the Black-White-Red” emanating from the dormitory of the storied and elite Prussian secondary school, the Ritterakademie am Dom zu Brandenburg. A small number of students had thrown an illegal party during which, emboldened by alcohol, at least one student had called for the restoration of the monarchical order, to the audible delight of others present. Informed of the night's events on the following Monday, school authorities quickly investigated the matter and decided that the episode represented neither a genuine act of political subversion nor a reflection of possible “reactionary” attitudes held by the students. The utterances were instead an act of foolishness (Dummheit) committed by immature pupils, the consequence of the more serious and perennial problem of students' drinking parties, concluded the Ritterakademie administration. In response, school principal Georg Neuendorf punished several older pupils by removing them from their position atop the student hierarchy and revoking several privileges. He also wrote to all parents of students boarding at the Ritterakademie, asking them no longer to send their sons money, food, and alcohol. Satisfied with his response, the principal ended his report on the incident to his superiors in Berlin, the Oberpräsidium of Brandenburg Province, by noting optimistically that the episode would be of pedagogical use in the continued “Nazification” of the school. In what must have seemed to those involved to signal the end of the affair, regional authorities approved of Neuendorf's actions three days later, concluding that the drunken utterances were a “foolish youth's prank” (dumm[es] junge Streich).
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Stone, J. E. "Developmentalism: An Obscure but Pervasive Restriction." education policy analysis archives 4 (April 21, 1996): 8. http://dx.doi.org/10.14507/epaa.v4n8.1996.
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Despite continuing criticism of public education, experimentally demonstrated and field tested teaching methods have been ignored, rejected, and abandoned. Instead of a stable consensus regarding best teaching practices, there seems only an unending succession of innovations. A longstanding educational doctrine appears to underlie this anomalous state of affairs. Termed developmentalism, it presumes "natural" ontogenesis to be optimal and it requires experimentally demonstrated teaching practices to overcome a presumption that they interfere with an optimal developmental trajectory. It also discourages teachers and parents from asserting themselves with children. Instead of effective interventions, it seeks the preservation of a postulated natural perfection. Developmentalism's rich history is expressed in a literature extending over 400 years. Its notable exponents include Jean Jacques Rousseau, John Dewey, and Jean Piaget; and its most recent expressions include "developmentally appropriate practice" and "constructivism." In the years during which it gained ascendance, developmentalism served as a basis for rejecting harsh and inhumane teaching methods. Today it impedes efforts to hold schools accountable for student academic achievement.
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Ellings, Richard J., Kimberly Rush, and Andrew H. Cushman. "Task Force: A Senior Seminar for Undergraduate Majors in International Studies." Political Science Teacher 2, no. 1 (1989): 6–7. http://dx.doi.org/10.1017/s0896082800000465.
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Task Force is a small group seminar required of all seniors in the Henry M. Jackson School's International Studies Program at the University of Washington. Five or more seminars are offered in the winter quarter, and each focuses on a current policy issue. In recent years, Task Forces have dealt with such topics as strategic arms control, apartheid, United States policy towards Central America, the future of NATO, and United States trade with Japan. The following is an abridged version of the handbook which serves as a general guide for Task Force students, instructors, and evaluators.The International Studies Program at the Jackson School introduces undergraduate students to world affairs through traditional and multidisciplinary coursework. Its curriculum draws on economics, geography, history, political science, sociology, languages and literature, religious studies, and many other disciplines. The program also recognizes that the study of international affairs is rooted in policy issues and processes. It is this notion which underlies the concept of Task Force.The organization and operation of Task Force were inspired by the Policy Conference of Princeton University's Woodrow Wilson School of Public and International Affairs. The Policy Conference, which was initiated in 1930, consists of 25-30 people and operates much like a Presidential Commission or other investigative group. Its members explore a policy problem through research and discussions with experts; they debate the merits of policy proposals and arrive at a set of policy recommendations.
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Venher, A. "The Dnipropetrovsk “Vsesvitnyks” of the Later Soviet Time in the Memoirs of Serhii Plohii." Problems of World History, no. 10 (February 27, 2020): 181–205. http://dx.doi.org/10.46869/2707-6776-2020-10-11.
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The development of national historical science attracts the attention of modern researchers as the study of “roots” allows to understand the current state of affairs in historical science. The study of individual corporations of historians in the areas of their research gives the opportunity to trace the internal state of things in national and world historical science. These studies can be carried due to the involvement and synthesis of a wide range of sources. The study of the corporation of Ukrainian Soviet historians opens additional perspectives to the researcher in expanding the source base. Namely, to promote the creation of new sources - memories. This publication presents the memoirs of the workshop of Dnipropetrovsk vsesvitnyks of the Ukrainian-American historian Serhii Plohii. In the Dnipropetrovsk period of life, the historian was part of it and headed it for some time. Memoirs that are introduced to the scientific circulation are written by the author from several perspectives: the student and the employee, and the third, the autobiographical, which goes through these two perspectives.
Serhii Plokhii explains, from the perspective of the student, why he had chosen the department of world history to specialize in, characterizes the relations with his research supervisor Yuriy Mytsyk, and defines how his scientific carrier was influenced by Yakiv Rubin, the head of the department of world history in 1940-1950s. S. Plokhii characterizes the lecturers of the department, particularly the professor Vasyl` Syrotenko. From the perspective of the colleague, Plokhii describes the relations within the scientific community of the department, especially between different generations of lecturers. He characterizes his scientific interests and experience of being lecturer and administrator. Plokhii describes how the new research trend of the department of world history – history of the German Diaspora – emerged, and speaks about the start of PhD research in this field. Plokhii also defined the reasons why he had to abandon the Dnipropetrovsk University and started the academic career abroad.
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Baker, S. Zebulon. "“The Operation of the Machine”." California History 96, no. 3 (2019): 25–47. http://dx.doi.org/10.1525/ch.2019.96.3.25.
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The Clark Kerr era in the history of the University of California (1952–1967) was marked by momentous social and cultural upheaval, much of which was fought out across the UC system's then eight campuses, particularly Berkeley and UCLA. No issue sparked greater student action than civil rights, which was a challenge that Kerr confronted first as Berkeley chancellor and then as president of the entire UC system. This challenge was met in every area of the university's affairs, including its athletics programs. Kerr demanded that the university's teams schedule games with the nation's most prestigious colleges and universities, whose academic profiles matched its own. These included segregated southern institutions, whose varsity teams were still composed entirely of white athletes and, in some cases, demanded the segregation of competitors by race. These games presented unique challenges for a university that Kerr considered “a portal open to all able young people,” since such competitive and commercial affiliations with segregated institutions called into question the university's sincerity in committing itself to equal educational opportunity. By digging deeply in the university archives at both Berkeley and UCLA, this article reveals how Kerr and his administration promoted the university's affiliation with these southern institutions without taking the racial politics of these games into serious consideration. In turn, the article reassesses the university's racial record in the Kerr era and its commitment to protecting the civil rights of the black student athletes who competed on its varsity teams.
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Gandolfo, K. Luisa. "A Concise History of the Middle East, 8th ed." American Journal of Islam and Society 25, no. 1 (January 1, 2008): 124–26. http://dx.doi.org/10.35632/ajis.v25i1.1498.
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In a discipline rich in studies addressing the multifarious aspects of theMiddle East, a publication exploring the region’s history fromthe pre-Islamicperiod to the present confronts a fervent contest in establishing itself as anotable work. As the authors of A Concise History of the Middle East indicatefrom the outset, the challenge of conveying the relevance of past eventsto contemporary affairs is both complex yet essential. For Arthur GoldschmidtJr. and Lawrence Davidson, the course is well-worn, as their publicationenters its eighth edition since 1979.With a plethora of maps depictingthe transitory regional borders dating from the Byzantine period to the presentday, alongside cogent depictions of the Hashemite lineage and the Ottomansultans and a piquant narrative, Goldschmidt and Davidson provide anaccount that proves – although directed toward undergraduate students andneophytes to the Middle East – a satisfying meander through regional triumphsand despairs over the course of twenty-one chapters.Consigned as “a dreary bore, a dead subject suited only to cranks,antique-lovers, or perhaps a few students seeking bits of small talk withwhich to impress their peers” (p. 2), the authors grapple with the waningallure of history in contemporary society in their introduction. Aware of thelimitations, the opening chapter strives to rouse the reader with a swiftassessment of the Middle East’s global contributions to language, religion,philosophy, mathematics, and science.Avoiding the plaintive plea to comprehendthe origins of the current conflicts, the authors combine drollness withfacts to ensure that the narrative does not falter and reiterate poignant questionsthroughout the publication, such as: “AsAmericans, who may at times ...
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Paul, Jürgen. "Forming a Faction: The Ḥimāyat System of Khwaja Ahrar." International Journal of Middle East Studies 23, no. 4 (November 1991): 533–48. http://dx.doi.org/10.1017/s0020743800023400.
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Students of Islamic history have long demanded that more attention be given to social and economic affairs, and it cannot be denied that substantial progress is being made inthe field. Nevertheless, many gaps remain that will have to be filled in by detailed investigations of various periods and regions, notions, nad relationships. An attempt will be made in this article to elucidate the functioning of a faction, or ṭā⊃ifa in Central Asia in the second half of the 15th century. This ṭā⊃ifa was the system of patronage and protection installedby Khwaja Ahrar, a famous shaykh of the Naqshbandi silsila.
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Nurpratiwi, Hany, Hermanu Joebagio, and Nunuk Suryani. "Jugun Ianfu: The Construction of Students’ Awareness on Gender." International Journal of Multicultural and Multireligious Understanding 4, no. 1 (March 17, 2017): 8. http://dx.doi.org/10.18415/ijmmu.v4i1.64.
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In 1993, the Minister of Social Affairs of the Republic Indonesia, Inten Suweno, issued a mandate to find the victims of Japanese colonialism. One of the Japanese colonialism victims was women who became Jugun Ianfu (comfort women). The practice of Jugun Ianfu in Indonesia was undercover, but it legalized by the Japanese colonial government with a reason to meet the sexual needs of Japanese army in their colonies. In Japanese colonialism era, women considered as the second line and their body was free to use for meeting the sexual desire. Even, many of Jugun Ianfu had physical injuries due to the cruelty of the Japanese army when having a sexual intercourse. The Jugun Ianfu should observe as a study on gender, especially in the educational field where the reproduction of knowledge happens. The lack of awareness in the students on the issue of gender equality brings about the reasons on the implementation of history learning using the sources of Jugun Ianfu. The students’ gender awareness built when they analyze the sources of Jugun Ianfu and write an essay in a gender perspective. The discourses constructed by the students on the history of Jugun Ianfu are different. There are considerations that the history of Jugun Ianfu is categorizes as a sexual violence, gender injustice and human rights violation.
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Luther, Edward. "Educational Service of the Tennessee Division of Geology, 1831-Present." Earth Sciences History 4, no. 1 (January 1, 1985): 54–58. http://dx.doi.org/10.17704/eshi.4.1.d1x1x86234042354.
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The Tennessee Division of Geology has a close, long-term relationship with the educational establishment in Tennessee that has changed in nature over the years but remains strong. Gerard Troost, the first State Geologist, was a college professor, as was his successor, James M. Safford, and, more recently, L. C. Glenn. From 1909 to 1923 the affairs of the State Geological Survey were overseen by a Geological Commission that included, ex officio, the President of the University of Tennessee, the Chancellor of Vanderbilt University, and the Vice Chancellor of the University of the South; then, from 1923 to 1937, the Division of Geology was administratively part of the State Department of Education. Since becoming part of the Conservation Department in 1937 the Division has served an educational function by publishing both scholarly and popular works on the geology of the state; by answering inquiries on every subject from paleontology to water-witching; by advising news media on geology-related stories; by giving talks to school, museum, and other groups; and by close cooperation with university geology departments on research projects. The Division has had a strong role in graduate education, particularly at the Master's level, by conducting field excursions for students, financing theses through student mapping projects, by loans of field equipment, and serving as informal thesis advisors. Long-term assistance to geology departments has also included part-time employment of professors as consultants, publication of studies by professors and students, and part-time teaching by Division staff members. Most of these forms of educational assistance have suffered in recent years, due to budget cuts and loss of staff positions.
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Быкова, О., O. Bykova, М. Мартынова, M. Martynova, В. Сиромаха, and V. Siromaha. "The Problem of Continuity in the Development of Creative Critical Thinking in the System of Modern School and University Education in Russia." Scientific Research and Development. Modern Communication Studies 7, no. 6 (December 3, 2018): 37–41. http://dx.doi.org/10.12737/article_5bf5154c93c384.40839949.
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The authors of the article note that in the second half of the 20th century, the pedagogy of cooperation, which is a system of methods and tactics of education and training based on the principles of humanism and a creative approach to personal growth, is beginning to develop actively. The implementation of this or that direction in pedagogy takes place on the basis of specific methods and technologies of instruction. The article notes that the education system is a part of the national culture that is formed under the influence of history, geography of the country, social and social conditions of life and which depends on the national mentality and on the activitypsychological characteristics of both students and themselves teachers. Inevitably there are contradictions between very rapidly changing living conditions in the 21st century. and conservative, slowly and difficultly changing traditions. The Russian school, the “school of memory,” does not correspond to the “school of thought,” the problematic education inherent in higher education, which raises the problem of the discrepancy between the skills that a student receives in a modern Russian school and the skills he must master at a university. Thus, one of the fundamental principles of education is violated — the principle of continuity. Given the current state of affairs, too often the progressive movement, the coherence of actions at the stage of obtaining a school education is not observed. The authors of the article offer their own set of solutions to this burning problem. In their view, the implementation of even a part of these decisions could bring schooling closer to university in the way of the creation and development of creative critical thinking among modern students.
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Sowa, Magdalena. "Approche communicative ou perspective actionnelle – état des lieux de l’enseignement/apprentissage des langues vivantes en Pologne." Neofilolog, no. 39/1 (June 15, 2012): 95–105. http://dx.doi.org/10.14746/n.2012.39.1.7.
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The presented article reviews changes in the Polish system of foreign language teaching that have or should have occurred in the last half a century. The suggested time span encompasses the utilization of two major didactic methods which have been in use since the 1970s, i.e. the Communicative Method and the Task-Based Approach. The article consists of two major parts. The first one outlines the history and main methodological facets of the Communicative and Task-Based Approaches. The second part provides an analysis of the current state of affairs in Polish schools, based on surveys carried out among Polish teachers and students of foreign languages.
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Chudyk, Dorota, and Anna Żarska. "Postpamięć schyłkowego okresu socjalizmu w Polsce a kompetencja tłumaczeniowa studentów filologii rosyjskiej." Politeja 18, no. 1(70) (February 1, 2021): 135–46. http://dx.doi.org/10.12797/politeja.18.2021.70.11.
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Post-memory and Translation Competence of Russian Philology Students (Based on the Decline of Socialist Period in Poland)
Translation competence is not only a good command of the languages but also the knowledge about the reality, culture, and history of both communities of communication. The observations conducted during the process of developing translation competence on philological studies allow us to make a hypothesis. The knowledge about the reality, affairs, and trauma associated with the decline of the socialist period and political transformation in Poland should be stored in the young generation’s memory not only thanks to history teaching at school, but also their parents’ and grandparents’ memories. However, the knowledge is not sufficient for adequate translation from Polish to Russian. The article presents the results of questionnaire surveys conducted among primary schools pupils in the Rzeszów region and Russian Philology students at the University of Rzeszów. The young generation’s memory of the decline of Polish People’s Republic and the texts translated by students of the translation speciality are discussed.
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Erickson, Ansley T. "Case Study as Common Text: Collaborating in and Broadening the Reach of History of Education." History of Education Quarterly 56, no. 1 (February 2016): 125–33. http://dx.doi.org/10.1111/hoeq.12153.
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A graduate school of education contains a wide range of disciplinary models for the training of scholars and practitioners. I encounter these models as they come up in conversation with colleagues and students, or I confront them more directly as I pass a clinical psychology laboratory space each morning on the way to my office. I often see small groups of doctoral students at work, huddled around a computer monitor or deep in discussion. As my psychology colleagues are more likely to research and write in teams rather than individually, I read this scene as a sign of collaboration built into graduate training. It also contrasts with my experience of collaboration, or the lack thereof, in my own graduate training in history. In my own education, the most collaborative spaces—in which people come together around a common text and problem—existed in the earliest phases of graduate school. A few students and a professor gathered around a seminar table to analyze a book or article. But later, as students developed their own research agendas and proceeded into the archives, they researched and wrote largely in isolation. Writing groups and other venues for sharing work were sustaining, but the content of research remained an individual affair. (There were hints, though, of new spaces for collaboration—as in the History of Education Society's research mentoring sessions begun in 2009—and likely others existed, but were unknown to me as a graduate student.) Once in a faculty position, reflecting on my graduate training and juxtaposed with what I perceived at the psychology laboratory led me to ask where collaboration fits and how it might matter in graduate training in the history of education.
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Bryan, William A. "Student affairs." New Directions for Student Services 1992, no. 59 (1992): 61–70. http://dx.doi.org/10.1002/ss.37119925907.
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Forney, Deanna S. "Book Review: Student Affairs Practice in Higher Education, 2nd Edition." NASPA Journal 35, no. 2 (January 1, 1998). http://dx.doi.org/10.2202/0027-6014.1041.
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This new edition of "Student Affairs Practice in Higher Education" by Audrey Rentz and Associates focuses on "the evolution of student affairs and its practice" (p. ix). An updated version of a work originally published in 1988 and edited by Rentz and Saddlemire, this edition contains eleven chapters that describe specific student affairs functional areas: admissions and enrollment management, academic advising, career services, counseling, discipline and judicial affairs, multicultural affairs, orientation, residence halls, student activities, student financial aid, and student health. In addition, two introductory chapters present, respectively, "the philosophical heritage of student affairs" (p. 3) and a history of the field. Rentz identifies two target audiences for this information: students in student affairs graduate programs and experiences professionals.
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Hamrick, Florence A. "Book Review: College Student Affairs Administration (ASHE Reader Series)." NASPA Journal 35, no. 2 (January 1, 1998). http://dx.doi.org/10.2202/0027-6014.1040.
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During the twentieth century, most higher education institutions were faded with myriad challenges posed by periods of benign neglect, growth, prosperity, decline, rejuvenation, political favor, and public skepticism. Throughout this same period, student affairs staff members have protected, supported, disciplined, developed, and otherwise attempted to contribute to the education of students and the effectiveness of their institutions. The upcoming close of this century provides an appropriate moment to reflect on student affairs' first century as a professional field, as measured by the creation and subsequent flourishing of nation and international associations early in this century. "College Student Affairs Administration," an ASHE Reader edited by Elizabeth Whitt, is a splendid work that documents principal aspects of the history, evolution, and practice of college student affairs administration.
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Estanek, Sandra M. "Student Affairs and Truth: A Reading of the Great Books." NASPA Journal 36, no. 4 (January 1, 1999). http://dx.doi.org/10.2202/0027-6014.1091.
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To develop a comprehensive philosophy of student affairs, practitioners must develop a sense of professional history, a knowledge of how and when standards of practice emerged, and the core values from which they were derived. The author demonstrates how a knowledge of the list of "great books" of student affairs, as proposed by Hamrick and Schuh, helps to develop critical thinking through reflection on the history of the profession.
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Scott, Robert A., and Pamela M. Bischoff. "Preserving Student Affairs in Times of Fiscal Constraint: A Case History." NASPA Journal 38, no. 1 (January 1, 2000). http://dx.doi.org/10.2202/0027-6014.1131.
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This article describes how Ramapo College preserved and redesigned its student affairs programs and services while being forced to manage statewide cutbacks in overall funding. This process was compounded in difficulty by the colleges sizethe smallest institution within New Jerseys state collegesand its broad-based curricular mission, offering degrees in the liberal arts and sciences as well as professional studies. By agreeing upon concrete principles on how to best use resources and services, the Division of Student Affairs not only met the challenges of the fiscal crisis but also made the college better able to face future challenges. These principles, proven effective at Ramapo College, may assist other institutions facing reduced funding.
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Li, Yongshan, and Yuanyuan Fang. "Professionalisation of Student Affairs Educators in China: History, challenges, and solutions." Journal of Student Affairs in Africa 5, no. 1 (July 2017). http://dx.doi.org/10.24085/jsaa.v5i1.2481.
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Yeater, Elizabeth A., Patricia Miltenberger, Rita M. Laden, Shannon Ellis, and William O'Donohue. "Collaborating with Academic Affairs: The Development of a Sexual Assault Prevention and Counseling Program Within an Academic Department." NASPA Journal 38, no. 4 (January 1, 2001). http://dx.doi.org/10.2202/0027-6014.1151.
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The history of a collaboration between an academic department and student affairs on a university campus is discussed. Details regarding the development and evaluation of a sexual assault prevention and counseling program are provided. Advantages to this collaboration for both the psychology department and student affairs are highlighted. Suggestions for future collaborations on other college campuses are discussed.
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Levy, Stanley R. "The Allerton Way: The Legacy of the Midwest Deans Conference in Student Affairs History, 1948–1993." Journal of College and Character 14, no. 4 (January 2013). http://dx.doi.org/10.1515/jcc-2013-0040.
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Klepper, William M., and Timothy Bakken. "Hate Speech: A Call to Principles." NASPA Journal 35, no. 1 (January 1, 1997). http://dx.doi.org/10.2202/0027-6014.1035.
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The authors review the history of First Amendment rulings as they relate to speech codes or other regulations whose prohibitions are directed at the content of speech. A case study, based on an experience at Trenton State College, details the legal constraints, principles, and practices that Student Affairs administrators should be aware of when confronted with such situations.
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Herdlein, Richard J. "Thyrsa Wealtheow Amos: The Dean of Deans." NASPA Journal 41, no. 2 (January 11, 2004). http://dx.doi.org/10.2202/0027-6014.1337.
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The scholarship of student affairs has neglected to carefully review its contextual past and, in the process, failed to fully integrate historical research into practice. The story of Thyrsa Wealtheow Amos and the history of the Dean of Womens Program at the University of Pittsburgh,191941, helps us to reflect on the true reality of our work in higher education. Although seemingly a time in the distant past, Thyrsa Amos embodied the spirit of student personnel administration that shines ever so bright to thisd ay. The purpose of this research is to provide some of thatcontext and remind us of the values that serve as foundations of the profession.
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Carbo, Toni. "Models for Ethical Decision-Making for Use in Teaching Information Ethics: Challenges for Educating Diverse Information Professionals." International Review of Information Ethics 2 (November 1, 2004). http://dx.doi.org/10.29173/irie249.
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Teaching Information Ethics to a very diverse group of graduate students working towards careers as information professionals raises a number of challenges. The students come from different disciplines and a wide range of diverse educational, economic, social, and cultural backgrounds and from several different countries. At the University of Pittsburgh, students in the Information Ethics course are enrolled in one of three master’s or doctoral degree programs at the School of Information Sciences: information science, library and information science or telecommunications. In addition, graduate students, and an occasional senior-level undergraduate student, from other disciplines and schools, such as business, medicine, public and international affairs, as well as students from other universities, such as Carnegie Mellon University, take the fifteen-week course. Identifying and using models for ethical reflection and moral decision-making requires drawing on materials from several disciplines and adapting those models for the course. This paper will discuss some of the models used in the past, the advantages and disadvantages of the model currently used (i.e., Richard Paul and Linda Elder’s, The Miniature Guide to Understanding the Foundations of Ethical Reasoning. The Foundation for Critical Thinking, Dillon Beach, CA, 2003), and the evolution of the Information Ethics course over its fifteen-year history.