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1
Hoffman, Valerie J. "Cheryl A. Rubenberg 1946–2017." Review of Middle East Studies 52, no. 1 (April 2018): 170–72. http://dx.doi.org/10.1017/rms.2018.20.
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Cheryl A. Rubenberg, independent analyst and former associate professor of political science at Florida International University, died on 16 June 2017 at age seventy-one. Born and raised in Pennsylvania, she earned her bachelor's in political science from Hunter College, her master's in international relations from Johns Hopkins University, and her Ph.D. in international relations from the University of Miami (1979). After a year at Florida Atlantic University, she joined the political science faculty at Florida International University. A student who took her class on American government wrote that Professor Rubenberg “changed my life forever” by exposing the business interests that motivate leaders of American government and media.
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J FARLEY, JAMES. "COVID-19, FORCING A TOUGH DECISION FOR THE OFFICE OF DECISION SUPPORT AT THE UNIVERSITY OF SOUTH FLORIDA." Muma Case Review 6 (2021): 001–14. http://dx.doi.org/10.28945/4751.
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Dr. Valeria Garcia, AVP for the Office of Decision Support (ODS), at the University of South Florida (USF), a member of the Academic Affairs leadership team and has been involved in academic and student success continuation planning. Dr. Garcia was on track with scheduled planning for the 2020-21 Academic Year as her team of analysts prepare analyses, dashboards, and other analytical materials for constituents across the university. Mid-March 2020, an unexpected turn of events occurred, the “Black Swan”, as the COVID-19 pandemic that first hit China in December 2019, affected America. Very quickly, government bodies reacted to the pandemic, implementing tactics to control the spread of the virus. With a shift to online classes for the remainder of the spring semester and transition to fully online for the summer semester, USF leadership was challenged with pivoting decision-making with the best interest of the community in mind.
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Netshakhuma, Sidney. "Preservation strategies for student affairs records at the University of Venda in South Africa." Journal of the South African Society of Archivists 53 (December 16, 2020): 124–32. http://dx.doi.org/10.4314/jsasa.v53i1.9.
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Student affairs records are essential components in addressing basic functionalities in the university environment as they serve diverse purposes such as the life of a student on the campus. However, these records are often not preserved properly especially at universities in rural settings. This study assessed student affairs records, with consideration to preservation strategy at the University of Venda in South Africa. Data were collected through interviews with ten purposively selected staff members from student affairs division. The key findings reveal that while the university has an archive service within the library, the responsibility of preserving student records lies with records management division that resides within the registrar’s office. However, there is no preservation strategy for student affairs records. It is concluded that collaboration between student affairs and records and archives department enhance to collect the student affairs records. A comprehensive study on the management of student affairs records in South African universities is recommended.
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Moore, Kimberly K., George E. Fitzpatrick, and Jane E. Slane. "(140) Survey of Student Perceptions for Course Delivery Methods." HortScience 40, no. 4 (July 2005): 1043C—1043. http://dx.doi.org/10.21273/hortsci.40.4.1043c.
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The University of Florida College of Agriculture and Life Sciences offers the Bachelor of Science degree program in Environmental Horticulture at the Fort Lauderdale Research and Education Center (FLREC). Instructors at the FLREC deliver course work and course work is also presented using a variety of distance education (DE) technologies. These DE technologies include interactive video conferencing, videotape, and web-based courses. The question often arises as to how many courses should be delivered using DE versus live onsite instruction. This survey was conducted to ascertain how students perceive the quality of education they are receiving using a mixture of delivery methods.
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Hacisalihoglu, Gokhan, Desmond Stephens, Sonya Stephens, Lewis Johnson, and Maurice Edington. "Enhancing Undergraduate Student Success in STEM Fields through Growth-Mindset and Grit." Education Sciences 10, no. 10 (October 12, 2020): 279. http://dx.doi.org/10.3390/educsci10100279.
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Concern about graduation rates in higher education has led universities to offer courses that help students develop success skills. Scientist Life Skills, a new course for freshman at Florida A&M University, focuses on helping students matriculate into majors via development of growth mindset, grit, and critical thinking. Here, we assessed the outcomes of this course and explored the associations between building life skills and student success. A series of mindset, grit, and critical-thinking assessment measures were used to collect data before and after the course. Our results showed that the new course achieved its intended goals of providing STEM students with a set of tools that help them seamlessly transition into the university and successfully matriculate through their majors. Specifically, the course design significantly moved students toward a growth-mindset, increased their critical thinking, and their second-semester grade point averages (GPAs). This model life skills course can be adopted in non-STEM areas as well.
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Beck, Brittney L. "“A Different Kind of Activism”: The University of Florida Committee on Sexism and Homophobia, 1981–1992." American Educational Research Journal 56, no. 4 (January 10, 2019): 1353–79. http://dx.doi.org/10.3102/0002831218818784.
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By 1982, the queer student group at the University of Florida (UF) had gained official recognition and space on campus. However, in 1987 they decided to remove themselves from university life. The group reemerged in 1991 with the assistance of a new, quietly radical entity—The UF Committee on Sexism and Homophobia. Anchored by the oral histories of Phyllis Meek and Irene Stevens, the founders of the UF Committee on Sexism and Homophobia, the historical analysis of this overlooked episode is designed to illuminate the quieter role faculty and staff in higher education played in sustaining the civil rights and human dignities of queer people at UF during a time when students activism had lost momentum.
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Breeze, Andrew. "Alexandre Delin, Les Étudiants gallois à l’université d’Oxford 1282–1485. Paris: Classiques Garnier, 2019, 526 pp." Mediaevistik 32, no. 1 (January 1, 2020): 475–76. http://dx.doi.org/10.3726/med.2019.01.125.
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Oxford University is historic and old; so, too, is Wales; study of them together thus makes an excellent book. When accomplished by a Frenchman, the result is a tour de force. Overcoming major problems of language, culture, and geography, Alexandre Delin illuminates whole aspects of medieval education, learning, office in Church or State, student life, rioting, homicide, and armed rebellion against the English Crown. His work can be warmly recommended.
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Cantliffe, Daniel J., and Stephen R. Kostewicz. "Practical Training in Horticultural Undergraduate Courses: Understanding Job Opportunities and Availability through a Study Tour of Alumni." HortTechnology 8, no. 3 (July 1998): 423–27. http://dx.doi.org/10.21273/horttech.8.3.423.
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For many years, the former Vegetable Crops Department, now the Horticultural Sciences Department, at the University of Florida offered a vegetable crop industries course. This one-credit course is offered each year as a 3- to 5-day field trip into vegetable production areas of Florida in the spring semester during spring break. The intent of the course is to give undergraduate students an extensive on-site evaluation of the application of scientific principles learned in lectures related to Florida's commercial vegetable industry. A new, innovative approach to structuring this course was initiated recently wherein only alumni of the department interacted with the students on all phases of commercial vegetable agriculture in Florida. These alumni had obtained degrees at the BS, MS, or PhD level and represented many professional backgrounds related to producing, handling, and marketing vegetables. Students were exposed to real-life situations and were encouraged to discuss and seek employment opportunities during the farm visitations. Student expenses were offset by donations from the Florida vegetable industry.
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Miller, Rebekah S., Don Accamando, and Lee Wagner. "Collaboration between an Academic Library and Campus Partners to Connect with Military and Veteran Students." Pennsylvania Libraries: Research & Practice 5, no. 1 (May 12, 2017): 35–41. http://dx.doi.org/10.5195/palrap.2017.145.
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Working with the Duquesne University School of Nursing and Office of Military and Veteran Students, Duquesne’s Gumberg Library used grant funds to purchase a collection of resources that address the social, economic, physical, and psychological issues veterans face in the transition to civilian and student life. The library collaborated with campus partners to select materials that fit the needs of students and faculty, and purchased approximately 170 new books, ebooks, DVDs, and streaming videos. As a result of the project the library also increased programming and outreach to veteran students on campus. This article discusses the methods used to select materials, the marketing efforts to promote the new collection, usage to date, and the library’s plans to further enhance veteran student engagement with both the library and the university.
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Fingerman, Karen L. "Enhancing Student Interest in the Psychology of Aging: An Interview with Susan Krauss Whitbourne." Teaching of Psychology 27, no. 3 (July 2000): 224–29. http://dx.doi.org/10.1207/s15328023top2703_11.
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Karen L. Fingerman is an assistant professor of Human Development and Family Studies at Pennsylvania State University. Her research examines positive and negative emotions in lifelong relationships, including mother-daughter ties, grandparent-grandchild relationships, and friendships. She recently received the Springer Award for Early Career Achievement in Research on Adult Development and Aging from Division 20 of the American Psychological Association. She teaches courses in life span development, adult development, and social gerontology. Susan Krauss Whitbourne is a professor of Psychology at the University of Massachusetts, Amherst; Coordinator of the Office of National Scholarship Advisement in Commonwealth College; the faculty adviser to the Psi Chi Chapter; and Coordinator of the Honors Program in Psychology. She conducts research on identity in adulthood and old age and its relation to physical functioning. A former president of Division 20 of the American Psychological Association, she is currently serving as Division 20 Council Representative. She has written 10 books and nearly 100 articles and chapters on the topic of aging and adult development and is active in teaching introductory psychology as well as courses on aging.
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Baker, J. H. "Famous English Canon Lawyers: V." Ecclesiastical Law Journal 3, no. 12 (January 1993): 5–9. http://dx.doi.org/10.1017/s0956618x00001666.
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The first post-Reformation English canonist in our series seems, on the face of his curriculum vitae a very different kind of lawyer from the medieval writers previously described. He was not a doctor of law, and seems to have spent a mere three years at university. He went up to Oxford as a relatively mature student (in his early 20s) in 1576, having already served an apprenticeship as clerk in the registar's office at York and having become a notary public and actuary of the Consistory Court in the early 1570s. He was a local boy, born and educated in the city of York, and came to the attention of the ecclesiastical authorities as a promising clerk at about the age when more fortunate youngsters were sent to Oxford or Cambridge. Swinburne's study therefore began in the office, and in the routines of clerical writing: a preparation which, in other spheres of law also, could prove as valuable as college life for the true scholar.
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Ardissone, Alexandria N., Jennifer C. Drew, and Eric W. Triplett. "Online and in-Person Delivery of Upper Division Lecture Courses in Undergraduate Life Sciences Degree Programs Leads to Equivalent Post-Graduate Degree Outcomes." Journal for STEM Education Research 3, no. 3 (July 27, 2020): 403–12. http://dx.doi.org/10.1007/s41979-020-00043-x.
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AbstractAlthough many studies demonstrate that online education is as good as face-to-face education with regard to learning gains, course grades, and other near-term metrics, there is a major gap in exploring the long-term outcomes of online vs. face-to-face education, particularly in STEM programs. In this study, the effect of course delivery method on the long-term academic success of B.S. graduates was tested by comparing two similar life sciences undergraduate programs at the University of Florida. The Microbiology and Cell Science program teaches all upper division lecture courses online while the Biology program teaches nearly all of its upper division courses face-to-face. Graduate degree outcomes of 4978 students who completed their B.S. degree from either program (2011–2018) were determined using StudentTracker from the National Student Clearinghouse. The percentage of graduates with any doctoral degree (M.D., D.O., Ph.D., or other) did not differ. However, a significantly higher percentage of Microbiology and Cell Science graduates completed a Ph.D. or master’s degree compared to Biology graduates. Thus, online delivery of upper division undergraduate courses had no adverse effect on the future academic success of these students.
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Hollister, James, Sam Richie, and Arthur Weeks. "EINO The Answer." Contemporary Issues in Education Research (CIER) 3, no. 5 (November 9, 2010): 43. http://dx.doi.org/10.19030/cier.v3i5.205.
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This study investigated the various methods involved in creating an intelligent tutor for the University of Central Florida Web Applets (UCF Web Applets), an online environment where student can perform and/or practice experiments. After conducting research into various methods, two major models emerged. These models include: 1) solving the problem for the student 2) helping the student when they become stymied and unable to solve the problem. A storyboard was created to show the interactions between the student and system along with a list of features that were desired to be included in the tutoring system. From the storyboard and list of features, an architecture was created to handle all of the interactions and features. After the initial architecture was designed, the development of the actual system was started. The architecture underwent a several iterations to conclude with a working system, EINO. EINO is an intelligent tutoring system integrated into the UCF Web Applets. The final architecture of EINO incorporated a case-based reasoning system to perform pattern recognition on the student’s input into the UCF Web Applets. The interface that the student interacts with was created using Flash™. EINO was implemented in three of the experiments from the UCF Web Applets. A series of tests were performed on the EINO tutoring system to determine that the system could actually perform each and every one of the features listed initially. The final test was a simulation of how the EINO would perform in “real life.” Test subjects with the same educational level as the target group were chosen to spend an unlimited time using each of the three experiments. A single experiment is designed to reinforce a topic currently being covered by the book. Each of the test subjects filled out a survey on every lab to determine if the EINO system produced a helpful output.
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Battiste, Marie, and Cathryn McConaghy. "Introduction: Thinking Places: Indigenous Humanities and Education." Australian Journal of Indigenous Education 34 (2005): 1–6. http://dx.doi.org/10.1017/s1326011100003914.
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Every conception of humanity arises from a specific place and from the people of that place. How such places shape and sustain the people of a place is the focus of education that enables each student to understand themselves and makes them feel at home in the world. The notion of Indigenous humanities being developed at the University of Saskatchewan in Saskatoon represents an example of such ecological teachings and practices of what constitutes humanity. Ecology is the animating force that teaches us how to be human in ways that theological, moral and political ideologies are unable to. Ecology privileges no particular people or way of life. It does, however, promote Indigenous humanity as affirmed in Article 1 of the 1966 UNESCO Declaration of the Principles of International Cultural Co-operation: “Each culture has a dignity and value which must be respected and preserved” (Office of the High Commissioner for Human Rights, 1966). In the Eurocentric versions of humanity, this concept is sometimes referred to as cultural diversity; yet Indigenous peoples prefer the concept of Indigenous humanities.
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Po Cheung Lai, Angel, Paul Gibson, and Siva Muthaly. "Becoming an education provider of choice in Hong Kong: an inquiry into student decision making." International Journal of Educational Management 28, no. 5 (June 3, 2014): 590–609. http://dx.doi.org/10.1108/ijem-05-2013-0082.
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Purpose – Managers in higher education require cost effective ways to attract the optimal number of students. The purpose of this paper is to address that general problem at the college level, and in doing so, it points toward strategies that could also be relevant at university and at national level. Two crucial issues are whether potential students are more influenced by parents or by peers when it comes to choosing a college; and whether spending money on advertising is more efficacious than spending money on making direct contact with potential students. The findings provide essential market intelligence for strategically managing the scarce resources available for attracting students. Design/methodology/approach – Data were gathered through a survey instrument and the partial least squares (PLS) technique was subsequently applied to 314 responses. Findings – Secondary school guidance counselors, followed by current and previous college students were the highlights in order of magnitude for non-marketing information sources for college choice. Social life received the highest loadings among college attributes and phone calls from the admissions office received the highest loading among marketer controlled variables. The results reflect the nature of Chinese culture, which is regarded as being highly collectivist. Research limitations/implications – The model proposed in this study is applicable to students of sub-degree courses, but may need to be adapted to degree and postgraduate courses students. Practical implications – This study helps educational managers to identify which factors most strongly influence choice of higher education provider, and as a consequence enable managers to make more strategic use of scarce resources. Originality/value – This is one of very few studies which employ PLS analysis to discover the key factors that influence student selection of a higher education provider, and one of few studies that focusses on Hong Kong.
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Edgar, Leslie D., Don W. Edgar, and Maggie Jo Hansen. "College of Agricultural, Food, and Life Sciences International Education: Students’ Preferred Location of Travel and Perceptions of Benefits and Barriers." Journal of International Agricultural and Extension Education 25, no. 1 (May 15, 2018): 89–99. http://dx.doi.org/10.5191/jiaee.2018.25108.
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The University of Arkansas has a campus-wide goal of 25 percent of students participating in an international program prior to graduation. This created concern because only three percent of Dale Bumpers College of Agricultural, Food and Life Sciences (Bumpers College) students participated in an international program prior to 2012. For five years, the Bumpers College International Programs Office (IPO) has assessed students to determine their perceived benefits, barriers, and needs in an effort to design international programs of interest and increase student participation. In this study, Bumpers College students were surveyed to determine perceived benefits and barriers to participating in an international program and identify the countries of interest in visiting. Instruments were administered via paper form to 1,165 students enrolled in large section courses in fall 2016. Using a six-point Likert-type scale, students’ believed international program participation “looks good on a resume” with a mean of 5.46 (SD = 0.77). The least important statement was “increased employability” with a mean of 4.92 (SD = 1.00). Students slightly agreed or agreed to all questionnaire benefit statements. The barrier statement “costs too high” was identified as the most important with a mean of 4.79 (SD = 1.12). The least important statement was “an international program will not have an impact on my future career” with a mean of 2.12 (SD = 1.21). About 72% of students were willing to participate in an international experience in a European country. Recommendations for practice and research are discussed and identified limitations are provided.
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Anwar, Khoirul, Hardinsyah Hardinsyah, Muhammad Aries, and Hana Navratilova. "NUTRITION EDUCATION MODULE AND WORKBOOK DEVELOPMENT FOR PRIMARY SCHOOL CHILDREN." ICCD 1, no. 1 (December 11, 2018): 141–47. http://dx.doi.org/10.33068/iccd.vol1.iss1.22.
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Primary school students are in a period of continued growth and development after the pre-school age period. However several studies have shown that children at this age are vulnerable to under- and over-nutrition, which can interfere in their learning process and school achievement. The objective of this activity was to develop a nutrition education module for primary school students aged 8-12 years. This activity was held on January – August 2018 into Primary Schools of Bogor. The steps of this activity included: 1) to establish of technical working group (TWG); 2) to review existing nutrition education for primary school students; and 3) to develop student module and workbook (SMW) for nutrition education. The TWG which were formed, consists of school principles, nutrition professional society (Food and Nutrition Society of Indonesia), university staffs (Bogor Agricultural University and SAHID University Jakarta), and local government (Bogor Education Office). This activity was done collaboration with SEA-PHN. Currently, there is no activity on nutrition education at these schools, neither teacher guide for nutrition education for primary school students. The TWG developed nine topics of SMW were developed, namely balance diet and my plate, active and healthy life, cereals, fruit and vegetable, protein food, limit sugar salt and fat, choosing safe and nutritious food, food label, and summary. The SMW was designed colorfully and interestingly. Prior to final version of SMW, it was assessed to be used by school children. In conclusion, the SMW could be used to educate primary school students on nutrition.
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Dingle, Lesley. "Conversations with Emeritus Professor Stroud Francis Charles (Toby) Milsom: A Journey from Heretic to Giant in English Legal History." Legal Information Management 12, no. 4 (December 2012): 305–14. http://dx.doi.org/10.1017/s1472669612000679.
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AbstractLesley Dingle, founder of the Eminent Scholars Archive at Cambridge, gives a further contribution in this occasional series concerning the lives of notable legal academics. On this occasion, the focus of her attention is Stroud Francis Charles (Toby) Milsom QC BA who retired from his chair of Professor of Law at the University of Cambridge in 2000 after a distinguished career as a legal historian at the universities of Oxford, London School of Economics and St John's College Cambridge. His academic life and contentious theories on the development of the Common Law at the end of the feudal system in England were discussed in a series of interviews at his home in 2009. At the core are aspects of his criticism of the conclusions of the nineteenth century historian Frederick William Maitland, upon which the teaching of the early legal history of England was largely based during much of the 20th century. Also included are insights into his research methods in deciphering the parchment Plea Rolls in the Public Records Office, and anecdotes relating to his tenure as Dean at New College Oxford (1956–64) as well as associations with the Selden Society: he was its Literary Director, and later President during its centenary in 1987. Professor Milsom also briefly talked of his memories of childhood during WWII and his inspirational studies as a student at the University of Pennsylvania (1947–48).
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SHAROV, Serhii. "SPECIFIC FEATURES OF THE EDUCATIONAL PROCESS ORGANIZATION IN PEDAGOGICAL UNIVERSITIES." Cherkasy University Bulletin: Pedagogical Sciences, no. 4 (2020): 124–30. http://dx.doi.org/10.31651/2524-2660-2020-4-124-130.
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Introduction. The article analizes the peculiarities of the educational process organization in pedagogical universities. The need of modernization the higher education content is pointed out, considering internal and external factors. Building an educational institution and increasing its competitiveness is impossible without understanding the links that are formed between its structural units and higher education students. The purpose of the article is to highlight the peculiarities of the educational process organization in pedagogical universities, creation of a structural and functional model of a higher education institution of pedagogical profile. Results. The main approaches to the educational process organization in pedagogical universities are analyzed. It has been found that the socialization of students has certain specific features, which are explained by studying in higher education institution and orientation to the future profession. It has been revealed that the student-centered approach involves participants’ dialogue in the learning process based on equality and mutual respect, the choice of their own educational trajectory, the use of active learning methods, etc. The application of the competency approach involves students’ getting professional and general competencies that will be needed to solve professional and life issues. It has been found that future teachers in addition to their professional knowledge and skills, must have pedagogical proficiency. The structural components of university that ensure the educational process organization and interaction with students include components of management, structures that provide the educational process directly and subsidiary structures. Separate structural blocks (dean’s office, faculty, correspondence department) have their own structural elements which can be interacted by applicants actively. It is noted that the development of communication skills and social competence are important components of interaction with various structural units. Originality. The structural-functional scheme of the educational process organization of the higher education institution is constructed and the interaction of the structural subdivisions with the higher education applicants is described. Conclusion. According to the authors, the educational process organization should occure with the usage of modern pedagogical technologies and paradigms, and each structural unit should be responsible for the realization of its functional responsibilities. Further research is expected to clarify the list of organizational issues raised during the communication of students with teachers, the dean’s office and student government
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Radwan, Ahmed Farouk, and Engy M. Abou Sreea Khalil. "Knowledge, attitude and practice toward sustainability among university students in UAE." International Journal of Sustainability in Higher Education 22, no. 5 (June 18, 2021): 964–81. http://dx.doi.org/10.1108/ijshe-06-2020-0229.
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Purpose This paper aims to assess the level of knowledge, attitudes and practices adopted among University of Sharjah (UOS) students toward sustainability efforts done by their university. Design/methodology/approach An online survey was emailed to students with the assistance of the UOS Sustainability Office. The survey consisted of four sections assessing knowledge, attitudes, practices and preferred media to obtain sustainability information. A total of 200 responses from male and female students, representing 4 levels of study in sciences and humanities colleges, were received. Research data is analyzed using the IBM SPSS Statistics (version 26). For assessing knowledge, eight items were developed to measure if the student knew about the university’s projects and activities in the field of sustainability. For assessing attitudes, six items were developed to indicate the level of agreement or disagreement toward main sustainability issues. For assessing practices, ten items were developed to measure the frequency of acting in a sustainable manner. Findings Survey results showed an advanced level of basic knowledge among university students regarding the programs and activities conducted by UOS, and a positive attitude toward these efforts and toward the importance of supporting sustainable practices. Most of the participating students disagreed with limiting the use of cars on campus – this may be because of a cultural aspect among young people in the Emirati society, who consider driving cars as an essential part of their daily life. Most students also indicated that they care about the behavior that supports sustainability in the university environment, such as rationalizing water consumption and using environment friendly products. Research limitations/implications The study’s limitations are that it was applied to one university – UOS. The sample of the online survey was only 200 students from undergraduate students. Different universities may have their own sets of different environmental approaches, and because of this reason, university students may exhibit different levels of knowledge, attitude and practice toward sustainability in contrast to the findings from this study. Practical implications Findings from this research can give decision-makers a good picture of the university’s performance in accomplishing sustainability. The authors recommend that UOS sustainability communication programs should be more comprehensive, and not only limited to protecting the environment that some students perceive as the primary aspect of sustainability. These efforts must address all economic and social aspects emphasized by the United Arab Emirates 2030 Agenda for Sustainable Development. Originality/value To the best of the authors’ knowledge, the current study is considered one of the first studies addressing sustainability efforts in Emirati universities and seeking to assess the level of student knowledge, attitudes and practices toward sustainability issues in the country. The study is crucial in providing better insights such as the level of knowledge, attitude and practices toward UOS sustainability performance. As found in this study, even with sufficient knowledge, students still lack the drive to convert them into actions. So, future research could investigate deeper into the barriers of converting sustainable knowledge and attitudes into practices. The results represent an added value to the research literature concerned with sustainability issues in the Arab world and the Middle East region. This paper will also contribute to the sustainability literature that will be benefited by other various organizations.
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Almendingen, Kari, Marianne Sandsmark Morseth, Eli Gjølstad, Asgeir Brevik, and Christine Tørris. "Student’s experiences with online teaching following COVID-19 lockdown: A mixed methods explorative study." PLOS ONE 16, no. 8 (August 31, 2021): e0250378. http://dx.doi.org/10.1371/journal.pone.0250378.
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Background The COVID-19 pandemic lead to a sudden shift to online teaching and restricted campus access. Aim To assess how university students experienced the sudden shift to online teaching after closure of campus due to the COVID-19 pandemic. Material and methods Students in Public Health Nutrition answered questionnaires two and 12 weeks (N = 79: response rate 20.3% and 26.6%, respectively) after the lockdown in Norway on 12 March 2020 and participated in digital focus group interviews in May 2020 (mixed methods study). Findings and discussion Two weeks into the lockdown, 75% of students reported that their life had become more difficult and 50% felt that learning outcomes would be harder to achieve due to the sudden shift to online education. Twelve weeks into the lockdown, the corresponding numbers were 57% and 71%, respectively. The most pressing concerns among students were a lack of social interaction, housing situations that were unfit for home office purposes, including insufficient data bandwidth, and an overall sense of reduced motivation and effort. The students collaborated well in digital groups but wanted smaller groups with students they knew rather than being randomly assigned to groups. Most students agreed that pre-recorded and streamed lectures, frequent virtual meetings and student response systems could improve learning outcomes in future digital courses. The preference for written home exams over online versions of previous on-campus exams was likely influenced by student’s familiarity with the former. The dropout rate remained unchanged compared to previous years. Conclusion The sudden shift to digital teaching was challenging for students, but it appears that they adapted quickly to the new situation. Although the concerns described by students in this study may only be representative for the period right after campus lockdown, the study provide the student perspective on a unique period of time in higher education.
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Karina, Karina, and Taufiq Ihsan. "MINIMALISASI SAMPAH PLASTIK DI KAMPUNG JAWA MELALUI GERAKAN “DIET SAMPAH PLASTIK”." BULETIN ILMIAH NAGARI MEMBANGUN 2, no. 2 (June 21, 2019): 109–15. http://dx.doi.org/10.25077/bina.v2i2.146.
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Plastic has become a thing that we often encounter in everyday life. Various household appliances, cutlery, school equipment, and others still make plastic as the primary material. Plastic waste is the most challenging rubbish to be decomposed by soil naturally. Even in the span of years, the land will not succeed in breaking down plastic waste into organic compounds that can be reused by nature. Contrary to this, the consumption of plastic goods continues to increase every year, not least in the village of Kampung Jawa, Solok City. People who still choose to use plastic materials are the leading cause of the large amount of plastic waste produced by this village office. Through the Community Student Service Andalas University 2018, the "plastic waste diet" method has been carried out in the community. This movement aims to increase public awareness about the dangers of plastic waste to the environment and the importance of good habits to minimize plastic waste production. This method is socialized through counseling conducted to provide education to the community. The advice was chosen as an effective and efficient activity method to create good habits to minimize plastic waste. The counseling activities carried out successfully increased public awareness in reducing plastic waste. The community is interested in independently managing plastic waste produced in the surrounding environment, from collection to processing plastic waste into useful items. Community education and intelligence in managing plastic waste are very much needed; even minimizing plastic waste needs to be instilled early on to achieve a clean, healthy, and comfortable environment.
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Wesselmann, Stefanie. "Do students belong to Florida’s creative class?" Journal of Place Management and Development 12, no. 2 (June 3, 2019): 164–80. http://dx.doi.org/10.1108/jpmd-07-2018-0047.
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Purpose In a knowledge-based society, one of the main driving forces of prosperity at city and regional levels is the ability to attract students and recently qualified graduates. The purpose of this paper is to identify the urban factors that contribute to “attractiveness” from a student perspective and to subsequently analyse the influence of these factors on students’ location choices. In the corresponding case study, the criteria identified were used to evaluate student satisfaction with the German city of Osnabrück. Design/methodology/approach A multi-level empirical research concept was used to analyse the relevant criteria. Focus group discussions served as the basis to design and conduct a survey of almost 2,300 students in the university city of Osnabrück at the end of 2016. A follow-up study in November 2017 at two universities in Berlin provided data for comparison. Findings Accessible – safe – clean and with affordable housing: these terms sum up the core expectations that students have of an attractive city. In contrast to the findings of Richard Florida regarding the creative class, cultural opportunities, exciting nightlife and a multicultural population were not important factors among the survey participants. Research limitations/implications As the study was conducted in two cities only, the findings cannot be generalised. It should be replicated in at least five other cities to validate and compare the research findings presented here. Furthermore, this study focused on the factors influencing the attractiveness of the city as a whole. However, the attractiveness of a specific neighbourhood may be of greater relevance to the decision-making process. As housing plays a major role, students’ particular needs with regard to accommodation should also be examined at greater depth. Practical implications Insights generated by the empirical study provide relevant information that may assist city stakeholders in taking effective measures regarding place management to attract and retain students. Originality/value To date, little research has been undertaken to empirically examine the specific factors that German students look for when deciding where to study and live. The goal of this paper is to present new empirical insights concerning the quality-of-life factors that influence students’ decision-making processes.
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Galvis, Álvaro Hernán, Angélica Avalo, Alexandra Ramírez, Diana Carolina Cortés, and Helmman Cantor. "Reengineering engineering education at the University of los Andes." Kybernetes 48, no. 7 (August 5, 2019): 1478–99. http://dx.doi.org/10.1108/k-07-2018-0384.
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Purpose The REDINGE2 – Reengineering Engineering Teaching, version 2 – project seeks to transform engineering education practices at the University of los Andes (UNIANDES) by using technology-based active learning strategies in courses from different disciplines that are to be reformed using a Big-ideas approach. Studies from this two-year project (2017-2018) seek to solve three main questions: What changes in engineering teaching conceptions, methods, tools and practices could be generated by reengineering courses using a Big-ideas approach? What changes in key conditions of learning environments have the students perceived in courses that use a Big-ideas approach? What lessons can be derived from the initial studies of REDINGE2’s pilot experiences? Design/methodology/approach The REDINGE2 project was conceived as a technology-based educational transformation initiative. It is the Faculty of Engineering at UNIANDES’ explicit intention to move engineering teaching from being content-focused to being big-ideas focused. It also wants to migrate from teacher-centered teaching strategies to student- and group-centered approaches. Additionally, this project intends to enrich engineering education ecologies with digital resources by integrating experiential, flexible and collaborative digital learning environments with traditional classroom/workshop/library/home/work learning settings. To promote this organic change, the project implemented a facilitation-from-the side strategy, which redesigned 14 engineering courses: each was given a two-year grant from the Office of the Dean of Engineering to rethink teaching practices and redesign the course. A cybernetic evaluation system was embedded in the life cycle of the transformation process that could support decision-making through each of the project’s stages (Stufflebeam, 1971). Questions of interest in this study are provided with information using triangulation of data at different times during each course’s redesign process. Findings After a year and half of the two-year REDINGE2 project (2017-2018), it is possible to say the following three research questions are fully solved. Concerning Question #1: What changes in engineering teaching conceptions, methods, tools and practices contribute to reengineering courses when using a Big-ideas approach? Participating teaching staff have demonstrated changes in their teaching conceptions, methods and resources, which can be attributed to their exposure to active-learning strategies supported by digital technologies. In fact, each one has redesigned and pilot tested at least one restructured learning unit for one of their courses according to the proposed Big-ideas approach; in addition, most admit to already having adjusted their teaching practices by changing their mindset regarding learning and how to promote it. Concerning Question #2: What changes in key conditions of learning environments have the students perceived in courses that have been redesigned using a Big-ideas approach? Data collected from students and participating staff members, both before the redesign and throughout this process, have provided teachers and students with feedback concerning perceived changes in learning environments. This has had positive results and provided opportunities for improvement. Concerning Question #3: What lessons can be derived from REDINGE2’s pilot experiences? Lessons from this project are multi-dimensional and there are organizational, pedagogic, technological and cultural considerations. A decalogue of critical success factors was established, which considered the things that must go right to successfully accomplish proposed educational transformations. Research limitations/implications This study is a good case of educational transformations in engineering teaching. No generalizations should be made, but it shows that similar processes of planned change can be made in tertiary science, math, engineering and technology (SMET) education. Practical implications The lessons learned from this experience are very valuable for higher education decision-makers who want to innovate by using learning ecologies in their institutions. In addition, theoretical considerations that illuminate the innovation process become very useful to help provide a foundation to similar interventions. Originality/value A non-conventional approach to integrate digital technologies in higher education teaching is the most significant contribution this experience has made. Its focus has been to transform educational practices with pedagogically sound uses of digital technologies instead of just integrating technologies in current SMET teaching practices. Facilitation-from-the-side and embedded cybernetic evaluation through the transformation process are key ideas that add value to organic change processes.
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Koutsopoulos, Kostis. "Editorial." European Journal of Geography 12, no. 1 (May 24, 2021): 4–5. http://dx.doi.org/10.48088/ejg.k.kou.12.1.004.005.
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Yorgos Photis was my spiritual son, my student, my advisee, my helper, my colleague, my friend, my confidant and regrettable the sack of box to relieve my anxieties and worries. He suddenly left this world to meet his maker, who I am certain will show His mercy on such a fine man. Once I read a father's eulogy for his son, which fits exactly how I feel about Yorgos "The sunflowers, the lilies and the lush green grass looked cheery, so long as you were around. Do you think they will ever look green again, once the meaning in life I have lost is found?" Yorgos I wished I had remembered that passage more often and mainly practiced it when you were around me! But I remember the first time I called you in my office, as a young professor who care about his students, trying to deciphered the unkind remarks of a fellow professor about you. I am so proud that you have proved him so wrong. We worked together and you finished your undergraduate thesis, your PhD, and you climbed all the academic grades. You followed my steps in a more successful manner and became a professor of Geographical Analysis and Locational Planning, a department head, associated editor of the European Journal of Geography, president of the Hellenic Geographical society, and member of the board of EUROGEO- the European Association of Geography. I want to declare that I will continue to show my feelings for you, so that I will talk about you because I am proud of you. I will talk about you, because you deserve to be remembered. I will talk about you, because even though you not physically with me, you are never from my mind. I will talk about you, because you are part of me, a part that I could never ignore or disown. I will talk about you because I love you still and always will. Nothing will ever change that. The passing of Yorgos Photis has been a great loss to his family, the university, the department and the lab he was serving, as well as the Hellenic Geographical society, the European Journal of Geography and EUROGEO he was committed to their advancements. My sincere condolences
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Taylor, John B. "AN INTERVIEW WITH MILTON FRIEDMAN." Macroeconomic Dynamics 5, no. 1 (February 2001): 101–31. http://dx.doi.org/10.1017/s1365100501018053.
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“His views have had as much, if not more, impact on the way we think about monetary policy and many other important economic issues as those of any person in the last half of the twentieth century.” These words in praise of Milton Friedman are from economist and Federal Reserve Chair Alan Greenspan. They are spoken from a vantage point of experience and knowledge of what really matters for policy decisions in the real world. And they are no exaggeration. Many would say they do not go far enough.It is a rare monetary policy conference today in which Milton Friedman's ideas do not come up. It is a rare paper in macroeconomics in which some economic, mathematical, or statistical idea cannot be traced to Milton Friedman's early work. It is a rare student of macroeconomics who has not been impressed by reading Milton Friedman's crystal-clear expositions. It is a rare democrat from a formerly communist country who was not inspired by Milton Friedman's defense of a market economy written in the heydays of central planning. And it is a rare day that some popular newspaper or magazine around the world does not mention Milton Friedman as the originator of a seminal idea or point of view.Any one of his many contributions to macroeconomics (or rather to monetary theory, for he detests the term macroeconomics) would be an extraordinary achievement. Taken together they are daunting:[bull ] permanent income theory;[bull ] natural rate theory;[bull ] the case for floating exchange rates;[bull ] money growth rules;[bull ] the optimal quantity of money;[bull ] the monetary history of the United States, especially the Fed in the Great Depression, not to mention contributions to mathematical statistics on rank-order tests, sequential sampling, and risk aversion, and a host of novel government reform proposals from the negative income tax, to school vouchers, to the flat-rate tax, to the legalization of drugs.Milton Friedman is an economist's economist who laid out a specific methodology of positive economic research. Economic experts know that many current ideas and policies—from monetary policy rules to the earned-income tax credit—can be traced to his original proposals. He won the Nobel Prize in economics in 1976 for “his achievements in the field of consumption analysis, monetary history and theory and for his demonstration of the complexity of stabilization policy.” Preferring to stay away from formal policy-making jobs, he has been asked for his advice by presidents, prime ministers, and top economic officials for many years. It is in the nature of Milton Friedman's unequivocally stated views that many disagree with at least some of them, and he has engaged in heated debates since graduate school days at the University of Chicago. He is an awesome debater. He is also gracious and friendly.Born in 1912, he grew up in Rahway, New Jersey, where he attended local public schools. He graduated from Rutgers University in the midst of the Great Depression in 1932. He then went to study economics at the University of Chicago, where he met fellow graduate student Rose Director whom he later married. For nearly 10 years after he left Chicago, he worked at government agencies and research institutes (with one year visiting at the University of Wisconsin and one year at the University of Minnesota) before taking a faculty position at the University of Chicago in 1946. He remained at Chicago until he retired in 1977 at the age of 65, and he then moved to the Hoover Institution at Stanford University.I have always found Milton and Rose to be gregarious, energetic people, who genuinely enjoy interacting with others, and who enjoy life in all its dimensions, from walks near the Pacific Ocean to surfs on the World Wide Web. The day of this interview was no exception. It took place on May 2, 2000, in Milton's office in their San Francisco apartment. The interview lasted for two-and-a-half hours. A tape recorder and some economic charts were on the desk between us. Behind Milton was a floor-to-ceiling picture window with beautiful panoramic views of the San Francisco hills and skyline. Behind me were his bookcases stuffed with his books, papers, and mementos.The interview began in a rather unplanned way. When we walked into his office Milton started talking enthusiastically about the charts that were on his desk. The charts—which he had recently prepared from data he had downloaded from the Internet—raised questions about some remarks that I had given at a conference several weeks before—which he had read about on the Internet.As we began talking about the charts, I asked if I could turn on the tape recorder, since one of the topics for the interview was to be about how he formulated his ideas—and a conversation about the ideas he was formulating right then and there seemed like an excellent way to begin the interview. So I turned on the tape recorder, and the interview began. Soon we segued into the series of questions that I had planned in advance (but had not shown Milton in advance). We took one break for a very pleasant lunch and (unrecorded) conversation with his wife Rose before going back to “work.” After the interview, the tapes were transcribed and the transcript was edited by me and Milton. The questions and answers were rearranged slightly to fit into the following broad topic areas:[bull ] money growth, thermostats, and Alan Greenspan;[bull ] causes of the great inflation and its end;[bull ] early interest in economics;[bull ] graduate school and early “on-the-job” training;[bull ] permanent income theory;[bull ] return of monetary economics;[bull ] fiscal and monetary policy rules;[bull ] use of models in monetary economics;[bull ] use of time-series methods;[bull ] real business-cycle models, calibration, and detrending;[bull ] natural rate hypothesis;[bull ] role of debates in monetary economics;[bull ] capitalism and freedom today;[bull ] monetary unions and flexible exchange rates.
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Dewey, John Frederick, and Bernard Elgey Leake. "Robert Millner Shackleton. 30 December 1909 – 3 May 2001." Biographical Memoirs of Fellows of the Royal Society 50 (January 2004): 285–97. http://dx.doi.org/10.1098/rsbm.2004.0018.
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Robert Millner Shackleton, who died peacefully in his sleep on 3 May 2001, was born on 30 December 1909 in Purley, Surrey, the son of John Millner Shackleton (an electrical engineer of Irish derivation who, at one time, worked for the Post Office telephones) and Agnes Mitford Shackleton (née Abraham). He was distantly related to the Antarctic explorer Sir Ernest Shackleton and was educated at the Quaker school of Sidcot, which profoundly influenced his subsequent life and career. He entered Liverpool University in January 1927 and graduated with a first–class honours BSc in geology in July 1930 under P. G. H. Boswell FRS, the first George Herdman Professor of Geology. He was only the fourth student in the history of the department to achieve a First. Shackleton's first visit to Africa was as an undergraduate in July to September 1929 to attend the 15th International Congress in Pretoria, South Africa. He always remembered Boswell's help and how he had persuaded him into going and even shared a cabin on the Union Castle ship to South Africa with him to reduce the cost at a time when most professors would not have done so. He saw the Karroo, the Kimberley diamond mine, the Witwatersrand mines, the Bushveld, Rhodesia, and the Drakensberg. This visit to Africa was to be the foundation of his love of Africa, its people and its geology. Shackleton went on to complete a PhD at Liverpool in December 1933 on the Moel Hebog area of North Wales, between Tremadoc and Nantlle, although some of the work was done while at Imperial College, London (IC), where he was Beit Research Fellow from 1932 to 1934, largely facilitated by Boswell, who was also an IC man and had moved back there to the Chair in 1930. The Moel Hebog mapping included examining some cliff faces never scaled by any geologist or, indeed, anyone before; it was part of a systematic re–survey of North Wales encouraged by Boswell, and followed the surveys of Snowdonia by David and Howell Williams. The Moel Hebog mapping was superb and, with his other field achievements, led to his receiving the Silver Medal of the Liverpool Geological Society in 1957. Shackleton was one of several Liverpool students, including one of us (B.E.L.), who from the 1920s onwards did part of their PhD work at IC. He had a petrological training, being taught silicate analysis by A. W. Groves at IC, but the petrological and palaeogeographic interpretation of his PhD area was hindered by the fact that ignimbrites had not yet been recognized and only a few chemical analyses could be completed. The published account (7) è did not appear until 1959 and then only because of the encouragement and devoted help given by Dr J. C. Harper.
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Mims-Word, Marsha. "The Importance Of Technology Usage In The Classroom, Does Gender Gaps Exist." Contemporary Issues in Education Research (CIER) 5, no. 4 (September 20, 2012): 271. http://dx.doi.org/10.19030/cier.v5i4.7271.
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A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities (NCREL, 2005). Ten years of substantial investments have vastly improved this picture. According to the Secretary's Fourth Annual Report on Teacher Quality, virtually every school with access to computers has Internet access (99%), compared to only 35 percent of schools in 1994, according to the National Center for Education Statistics (NCES) (Parsad & Jones, 2005). The Office of Technology Assessment report to Congress in 1995 stated that "Technology is not central to the teacher preparation experience in most colleges of education. most new teachers graduate from teacher preparation institutions with limited knowledge of the ways technology can be used in their professional practice" (Office of Technology Assessment, 1995). The report, in which this statement appeared, titled Teachers and Technology: Making the Connection, was a wake-up call, and over the past years, much remunerative progress has been made. Many states are attempting to address educators technology skills through the creation of teacher or administrator standards that include technology; as of 2003, 40 states and the District of Columbia have such standards (Ansell & Park, 2003). A number of states have adopted technology requirements for initial licensure. For example, 13 states require teachers and/or administrators to complete technology-related coursework, and nine require them to pass technology-related assessments. In addition, a number of states have implemented policies to improve veteran teachers technological skills (Ansell &Park, 2003). Addressing the issues of technology integration into the curriculum, the Maryland State Department of Educations (MSDE) PT3 consortium infused technology into the state's teacher education programs in three ways. First, the consortium used the Maryland Teacher Technology Standards to redesign both arts and sciences and education courses so they incorporate technology-related knowledge and skills. The Maryland Teacher Technology Standards included learning outcomes and, core learning goals and skills for success; it also specifies what students in pre-kindergarten through 12th grade need to know and be able to do in English/Language Arts, mathematics, science, and social studies. The Maryland State Department of Education (1999) provided expectations for how technology can and should be used to support student learning and instruction. Second, the group developed performance assessments in order to measure the technological competence of teacher candidates. Third, the consortium developed a system for electronic portfolios that incorporates a student teacher's technology performance assessment. These portfolios can be made available to future employers to demonstrate technology-related proficiency. The consortium is statewide and diverse, including several public universities and two communities. According to a report titled, Tech-Savvy: Educating Girls in the New Computer Age (AAUW, 2000), Washington, DC; as violent electronic games and dull programming classes turn off increasing numbers of adolescent girls, the way information technology is used, applied, and taught in the nations classrooms must change. Furthermore, commensurate with rapid changes in technology, a remarkably consistent picture emerges: more boys than girls experience an early, passionate attachment to computers, whereas for most girls attachment is subdued. Margolis and Fisher (2002) reported that computing is claimed as male territory very early in life: from early childhood through college, computing is both actively claimed as guy stuff by boys and men and passively ceded by girls and women. Society and culture have linked interest and success with computers to boys and men. In the words of Margolis and Fisher (2002), curriculum, teachers expectations, and culture reflect boys pathways into computing, accepting both assumptions of male excellence and womens deficiencies in the field (p. 4). Social expectations towards educational leadership in academic and economics terms depend on the integration of technology in every facet of society. The American family survival depends on the abilities and incomes of all adults. The type of technical skills needed to be creative and to survive in the job market escalates daily. Educational leaders must be aware that gender equity among middle school students with respect to the use of computer technology should be grounded in the development of programs that not only address the educational aspect of schools, but also allow students to develop their appreciation for, and understanding of the interrelationship among computer usage, careers, and values. With the implementation of such programs, schools could operate as equalizers for the sexes regarding computer competency and attitudes. Educational leaders have the ability to direct resources to show how computer technology may release the creative impulse in children and allow them to think and learn. Educators need to link the curriculum and technology with student interests. Both male and female students use computer applications that can be linked to the educational setting, such as word processing, Internet, completing homework, reports, and projects, as well as communication through email, self-expression, and personal interest. Educators who are developing these programs must understand how girls lose interest in technology and recognize the different learning styles of each gender. The role of training district school teachers to effectively utilize computer technology within the classroom is important if strides are to be made in supporting girls and women in choosing computer-related careers and using computers as a medium of expression. Institutions of higher education would provide opportunities and hold the responsibility of reviewing the technical construction of each teachers plan. Educational leaders will meet frequently with university representatives to review, discuss, record experiences, develop, modify, and evaluate plans and performances to ensure that teachers receive the training necessary to instruct all students utilizing appropriate computer technology. Degree attainment, certification, and re-certification should be linked to the variation of experiences, the structure, depth, detail, and impact of the program developed by the practitioner in consultation with representatives from higher education and the school district. Partnerships with local school districts and institutions of higher learner should be established to develop programs, which incorporate many of the tenets discussed above.
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Archvadze, Joseph. "TRANSFORMATION OF THE FORMAT OF STUDY AND WORK IN THE CONTEXT OF THE CORONAVIRUS PANDEMIC." Economic Profile 15, no. 20 (December 25, 2020): 8–21. http://dx.doi.org/10.52244/ep.2020.20.01.
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Despite the fact that the coronavirus pandemic caused an economic crisis and a significant reduction in demand and supply, it gave a strong impetus to the development and massive use of information technology, in the beginning of a new long wave of the economic cycle. The pandemic is not a challenge only to the world community, but it also tests it - to what extent it is able to quickly and efficiently digitize the economy, transfer production to a new technological level, and ultimately, implement the fourth technological revolution. The Internet, telecommunications already have the opportunity to improve their qualifications in their own or promising specialties of interested persons through appropriate online courses. In countries with developed market economies and before the pandemic, the number of students in such courses was almost equal to the number of university students, and in the coming years, in all likelihood, it will significantly exceed it. This fully fits into the life-long learning trend caused by rapid technological changes, which nullifies the "eternal status" of the acquired profession. In less than a year since the beginning of the global coronavirus pandemic, there have been significant changes in the organization of forms of study and teaching in universities. The latter have to seriously revise their teaching methods in the "rapid chess" mode and abandon outdated forms of teaching. COVID-19 has paved the way for distance learning and work, online lessons, lectures, video conferences. However, the distance, online form of training and work has not only advantages, but also disadvantages, the ultimate level of efficiency. At the same time, at present, not all students, students and even educational institutions have the technical and material capabilities to provide online learning. Knowledge is a multifunctional tool with the help of which a person copes with certain tasks. Taking this into account, the university should equip young people with such knowledge that will have not only informational load, but also great applied value. In the context of the pandemic, universities are faced with serious challenges, most of them are like a downward spiral orbit: on the one hand, online teaching saves money on the maintenance and operation of classrooms, but on the other hand, this means reducing the costs of students (their parents, sponsors, etc. etc.), the appropriate adjustment of their mobility plans, which makes the administration and the state the need to pursue a new, changed educational and economic policy. In the context of a pandemic, the implementation of these tasks faces a serious danger: traditional forms of study and knowledge transfer are disrupted and the market requirements become not entirely clear due to its significant narrowing. The question of the need to reduce the dependence of the cost of studying at universities on the contributions of the students themselves (their parents, sponsors, etc.) is becoming increasingly acute. Such expenses in state universities should be completely borne by the state, which will practically reduce to zero the motivation of the universities to maintain undisciplined students within the walls of the university and will significantly increase the demand towards them (and, accordingly, the quality of education). Which place can online learning take in a pandemic period? In general (without taking into account the mention in the context of the pandemic), the advantage of online education is unambiguous for those specialties, the perspective of which presupposes predominantly the same format. However, it should be remembered that the online format is a specific, actually surrogate form of social relations and professional and personal self-confidence and communication skills are practically not based on it. So, instead of a tug of war between online and offline forms, it is necessary to find the optimal balance between the forms of their complementarity and not interchangeability. Online courses for stakeholders are no less mobilizing. Listening to a lecture in this format is possible at a convenient time (at home, while traveling, while waiting for a bus or waiting in line for purchases, etc.). These courses are a subjective choice of everyone and are not a forced form for gaining some number of so-called credits. Due to high motivation, the degree of development is more stable and higher. Over time, the knowledge gained through such courses will become more valuable in the selection of an employee for a vacant position. Distance learning, in spite of the fact that it has a number of advantages (convenient, economical - it saves costs on transport, time, egalitarian, etc.) is still a substitute - it only partially replaces, but does not replace fully relations between the lecturer and student (as well as between academic staff). It does not replace such aspects of full-fledged student life as the living relations of students, their joint participation in public events. In the online format, it is possible to transfer knowledge, but not the nuances of culture, behavior, creativity, national and regional sensitivity, humor, etc. Online learning and relationships is, figuratively speaking, a movie shot on a flat screen, while classroom learning is a movie in 3D. The focus on distance learning has one very significant side effect: it creates a danger to the level and frequency of mutual communication of academic staff. Because of this, departments and social and professional unions can undergo a serious deformation of their significance. Accordingly, this will increase the degree of alienation of the academic staff from the universities that provided them with jobs. The problem of socialization, from a slightly different perspective, is also faced by persons engaged exclusively in scientific work - how will scientific links, "chained" by common ideas and goals, be formed? The final effectiveness of the chosen training format (online vs. offline format) is determined by the effectiveness of the training process. The latter is largely determined by compliance with the requirements of the labor market. In turn, this compliance is largely predetermined by the systemic (instead of episodic) contact of potential employers with universities. The coronavirus pandemic is directly reflected in the scale and format of employment - it reduces the overall contingent and significantly changes the employment situation, "throws" a significant part of the employees who have retained their jobs online. Remote forms of work, which were already pioneered by higher and general education schools, will develop even more, new, more sophisticated forms of intensification of work of employees employed at remote locations will appear. Here, as in other spheres of economic and social life, the boundaries between the traditional division of working and non-working (free) time will actually be erased. However, online work has refrained level of efficiency. For example, it is very problematic to create a workplace at home - not everyone has the opportunity to organize a separate office, a desk for such work, which creates psychological and, often, physical discomfort. The fact is that online work has a concomitant negative effect. It causes the atomization of the collective, the corrosion of its unity. To the extent that representatives of higher education and the academic sphere can lead the students who have switched online, not only in their studies, but also in the development of skills and feelings of socialization and empathy in them, the future and the maturity of civil society will largely depend on this. It is necessary to find a kind of "golden mean" of relations both between students and academic staff, and with representatives of "their own cluster", in which direct live relationships may not be as intense and daily as before. The rest of the time will be completely transferred to their self-organizing and self-fulfilling "box of time". The final victory over the pandemic will eliminate or significantly alleviate most of the above problems, however, the need to adapt everyday life, study, work to the online format of relationships will remain highly relevant.
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Stephens, Nick. "Life after Sports: An Exploration of the Academic Challenges Facing Student-Athletes." Boller Review 4 (October 9, 2019). http://dx.doi.org/10.18776/tcu/br/4/105.
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Any complaints from student-athletes regarding their college experience are often brushed aside in favor of the narrative that everything is handed to them. This is especially true in Division I revenue-generating sports where student-athletes often receive full athletic scholarships to attend school and are treated favorably on campus. Yet the lengths to which athletic departments are willing to go to achieve success often negatively affect the academic endeavors of student-athletes. Academic scandals have abounded in recent years at programs such as Auburn University, the University of North Carolina, the University of Michigan, and Florida State University, and student-athletes often find their academic needs devalued in favor of athletic ones. The purpose of this report is to recognize the academic challenges facing student-athletes, identify three potential causes and make recommendations to alleviate these problems. The three challenges addressed are overly demanding athletic schedules, eligibility-based education, and academic clustering. The report is based on academic research and supplemented by interviews with former Texas Christian University football players. Research focuses on student-athletes in revenue-generating sports (football and basketball) at Division I institutions.
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Bracken, Jillian L. "Mental Health and the College Freshman." Journal of College Orientation, Transition, and Retention 14, no. 2 (January 1, 2019). http://dx.doi.org/10.24926/jcotr.v14i2.2664.
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Mental health education is growing in importance among college students, as students are arriving on American college campuses with more diagnosed and medicated mental health problems (Gallagher, 2005). The first-year classroom is an excellent setting for raising awareness about the importance of identifying and treating these issues in order to ensure that every student has an enjoyable, successful, and healthy college experience. This article compiles research gathered by a graduate student in a higher education master’s program during an internship with the First-Year Experience Office at Florida State University. It discusses the growing need for mental health awareness on college campuses, identifies current trends in mental health education in the first-year classroom, and presents several useful resources for those campuses who are considering including this topic in a college transition course.
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Lukes, Laura. "Conference & Planning Committee Information." Innovations in Teaching & Learning Conference Proceedings 6 (September 19, 2014). http://dx.doi.org/10.13021/g8nw27.
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Theme: Signature Learning ExperiencesSeptemer 19, 2014 Conference Director:Laura Lukes (Center for Teaching & Faculty Excellence) Advisory & Selection Committee:Jan ArminioKimberly EbyKat HithcockMichelle LaFranceSusan LawrenceJessica MatthewsJanette MuirSteve NodineDiane SmithJoy TaylorBethany Usher Logistical Coordination:Ashleen Gayda (Center for Teaching and Faculty Excellence)Tamara Day (Office of Events Management) Logistical Support:Events ProductionSamira LloydLindsey LowenburgDenise Nazaire Conference Proceedings:Laura LukesEmily LambackChyna Staten (Retroactive) Sponsors: Blackboard, Inc.; 4-VA; University Libraries; Cengage Learning; Center for the Arts; College of Education and Human Development; College of Health and Human Services; College of Humanities and Social Sciences; College of Science; College of Visual and Performing Arts; Division of Instructional Technology; Graduate Student Life; Higher Education Program; Hylton Performing Arts Center; Mason Athletics; Mason Bookstore; O ce of Distance Education; Office of Student Scholarship, Creative Activities, and Research; School for Confiict Analysis and Resolution; School of Business; School of Policy, Government, and International Affairs; University Life; Volgenau School of Engineering; Writing Across the Curriculum; and The Writing Center. Session Hosts & Volunteers: Sarah Davis Randy Gabel Ariel Goldenthal Caitlin HolmesMichelle Hughes David KravitzMichelle LaFrance Shawn Lee Jamie LesterLindsey LowenbergJames Merrifield Janette MuirJeff OffuttJulie Owen PsycheReadyEsperanza Roman-MendozaDanielle RudesBob Sachs Lesley Smith Christine SpillsonJoy TaylorBethany UsherShannon Williams
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Lukes, Laura. "Conference & Planning Committee Information." Innovations in Teaching & Learning Conference Proceedings 5 (September 18, 2013). http://dx.doi.org/10.13021/g8k02n.
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Theme:Transformational Learning Campuswide: Insights to Enhance Student EngagementSeptember 20, 2013 Conference Director:Kimberly Eby (Center for Teaching & Faculty Excellence) Conference Coordinator:Ashleen Gayda (Center for Teaching & Faculty Excellence) (Retroactive) Conference Proceedings:Laura Lukes (Center for Teaching & Faculty Excellence)Chyna Staten (Center for Teaching & Faculty Excellence) Logistical Coordination:Karen Tai (Office of Events Management) Logistical Support:Events productionShannon DavisRebecca JonesLisa ListerSamira LloydLindsey LowenbergDenise NazaireHermoine PickettShawn Lee’s Tourism StudentsThe Writing Center Tutors Co-Sponsors: Blackboard, Inc.; 4-VA; Cengage Learning; Center for the Arts; College of Education and Human Development; College of Health and Human Services; College of Humanities and Social Sciences; College of Science; College of Visual and Performing Arts; Division of Instructional Technology; GMU Bookstore; Graduate Student Life; Higher Education Program; Mason Inn Conference Center & Hotel; Of ce of Student Scholarship, Creative Activities, and Research; Online Education; School for Con ict Analysis and Resolution; School of Management; School of Public Policy; University Libraries; University Life; Volgenau School of Engineering; Writing Across the Curriculum; and The Writing Center.
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Simon, Maria Sheila D. "Career Choices, Occupational Status, and Quality of Life of Agricultural Science Graduates." JPAIR Institutional Research 7, no. 1 (June 25, 2016). http://dx.doi.org/10.7719/irj.v7i1.371.
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While it seems easy to choose from among the many academic programs available to the person, he has to be very careful in his choice because it may affect the kind of life he will have in the future. The study aimed to determine the career choices, occupational status and quality of life of Agricultural Science graduates. Using descriptive correlational research design, data were obtained from 337 total population graduates of Capiz State University, Pontevedra Campus, Philippines. Questionnaires – checklist were personally delivered, and sent either regular or electronic mail. Frequency count, percentage, ranking and mean were used in the analysis of descriptive data while Chi-square was employed as inferential analysis. Results showed that graduates’ career choices relate to occupational status. Moreover, the standard of living is parallel with their perceived quality of life. The university student services office may develop a scheme in assisting students to decide which career to pursue based on their abilities and inclinations. A study on the employability of graduates can be undertaken to verify further and validate the findings.
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Au Yeung, Sze Nga Cecilia, Lai Ki LAM, and Jonathan Fong. "How Service-Learning promotes intergenerational harmony: Case study of a Service-Learning project in a science course." Metropolitan Universities 30, no. 3 (September 18, 2019). http://dx.doi.org/10.18060/23194.
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The Office of Service-Learning, Lingnan University partnered with the Discovery and Education Department, Ocean Park (a theme park in Hong Kong) to develop a Service-Learning project. Along with the traditional goals of Service-Learning (enhance undergraduate student learning, provide useful service for community partner), we added an additional goal of promoting [1]The educational services (narration services at the exhibits and interactive games) aimed to fulfil Ocean Park’s goal of providing a richer visitor experience, as well as promote the message of marine conservation. This study provides information on how including elders as service providers in a Service-Learning project can facilitate reciprocal learning between age groups and promote intergenerational harmony.
[1] CLD 9008 Life Sciences: The Way Life Works. This course is taught by Professor Jonathan Fong, Assistant Professor in Science Unit, Lingnan University.
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Bastedo, Kathleen, Amy Sugar, Nancy Swenson, and Jessica Vargas. "PROGRAMMATIC, SYSTEMATIC, AUTOMATIC: AN ONLINE COURSE ACCESSIBILITY SUPPORT MODEL." Online Learning 17, no. 3 (September 30, 2013). http://dx.doi.org/10.24059/olj.v17i3.352.
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Over the past few years, there has been a noticeable increase in the number of requests for online course material accommodations at the University of Central Florida (UCF). In response to these requests, UCF’s Center for Distributed Learning (CDL) formed new teams, reevaluated its processes, and initiated a partnership with UCF’s Student Disability Services (SDS) office to address these needs. This article presents the Online Course Accessibility Support Model that was developed and implemented by CDL. This model was designed to provide a scalable and programmatic approach to creating accessible online course materials. It identifies the following three strategies that were developed specifically to address these needs: 1. Teach faculty Universal Design for Learning (UDL) principles through professional development programs as UDL relates to accessible online materials for new courses; 2. Provide legacy faculty members with the opportunity to update their existing online course materials to accommodate diverse learners; and 3. Expedite accommodations for online course materials to address immediate needs (e.g., when a student is currently enrolled in a class that has some inaccessible materials). As a result of implementing this model, the overall communication between CDL and SDS improved, roles related to making course materials accessible were defined, and students gained faster access to accessible online course materials.
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Lee, Peggy Daniels. "Using Second Life to Teach Operations Management." Journal For Virtual Worlds Research 2, no. 1 (March 6, 2009). http://dx.doi.org/10.4101/jvwr.v2i1.431.
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This paper describes the use of Second Life to enhance the author’s delivery of the core MBA Operations Management course at a major northeastern university. The purpose of the Second Life Project was to help students to attain the learning objectives for the course and to expose them to a Web 2.0 technology. The students wrote brief papers summarizing their research findings and presented their work inside of Second Life. Resident course delivery and in-world student work were augmented with in-world office hours, guest speakers and technical assistance provided by the instructor and the university’s instructional design staff. At the completion of each term, students were asked to complete a questionnaire that asked them whether the Second Life experience helped them to meet each course objective. They were also asked their opinions regarding whether Second Life has a place in the MBA curriculum. My findings indicate that some of the learning goals were met and that although some students were not sure within which course Second Life should be included, the consensus was that virtual worlds are the wave of the future and should be included in the curriculum.
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Harris, Paige Monet, and Heidi Radunovich. "Understanding the Needs of Incoming College Freshmen: The Parent Perspective." UF Journal of Undergraduate Research 20, no. 3 (May 2, 2019). http://dx.doi.org/10.32473/ufjur.v20i3.106269.
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In the last few years, there has been an increase in reported difficulties related to adjusting to college. While work has been done to analyze how college students perceive themselves related to several domains, such as mental health and physical fitness, there is little research to examine parental perception of college student functioning during the transition into college. Furthermore, there is reason to believe that students may differ in their perceived readiness for college based on their gender and socioeconomic status (SES). Using an anonymous survey, this study examined the extent to which 714 parents of students at the University of Florida perceived their college student as being prepared for university life on the domains of time management, social and emotional functioning, and general life skills. ANOVA analyses were conducted to determine group differences. Overall, significant differences by gender were found, with female students outscoring their male peers in many areas, as reported by their parents. Surprisingly, very few significant differences were found based on SES. Where there were differences, the low SES group outperformed their high SES counterparts. As universities consider the needs of incoming students, they may wish to be more intentional with how they target specific populations.
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Tan, Lindsay, and Lisa K. Waxman. "Designing for Virtual Learning Spaces: A Second Life Example." International Journal of Designs for Learning 4, no. 2 (October 16, 2013). http://dx.doi.org/10.14434/ijdl.v4i2.3687.
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This case describes the design of a virtual campus learning space using the Second Life platform. Second Life allows users to create spaces in which avatars can move about and interact in various environments using text, voice, or gestures to communicate. Several universities have reported utilizing Second Life spaces to enhance collaborative learning and problem solving as an extension of traditional face-to-face learning, while others are teaching entirely within these Second Life environments. This project reports the process and outcomes of the design of a virtual campus for Florida State University and focuses on two aspects of the project: the design of a virtual library, and the design of a virtual retail space. The process can be described in four phases that summarize the progress of the design from ideation through execution: 1) pre-design, 2) design-build, 3) evaluation, and 4) occupancy. The resulting design solutions were carefully evaluated and modified prior to occupancy and the final designs successfully met client needs and supported student learning outcomes. This design project, conceived and developed by an interdisciplinary design team, addressed project planning in the design of a virtual environment.
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Adrangi, Maryam. "The Queen’s Residence Energy Challenge." Inquiry@Queen's Undergraduate Research Conference Proceedings, November 29, 2017. http://dx.doi.org/10.24908/iqurcp.7674.
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The Queen’s Residence Energy Challenge (QREC) is an energy conservation initiative taking place in the residence halls at Queen’s University coordinated by the AMS Sustainability Office and the Sustainability Coordinator for Student Affairs . It is a two-part competition. Part one of the competition is an interresidence competition in which each residence hall will be competing to reduce their energy expenditures. Energy use will be compared to the corresponding time in the previous year, and the residence that reduces their energy use by the highest percentage will win the competition. This part of the project is being organized by members of the AMS Sustainability Office and the Sustainability Coordinator (Office of Student Affairs), and Residence Life staff and floor dons are helping execute it. The second part of the competition is an inter-university pledge drive, in which residents will be encouraged to sign a pledge stating that they will be participating in the QREC. Queen’s will be competing against the Universities of Waterloo and Guelph, and the school that has the highest percentage of residents participating will win a set of solar panels as a symbol of energy conservation and renewable energy. This part of the project is being coordinated by the Sierra Youth Coalition who has obtained funding from the Ontario Power Authority. The goals of the QREC are to reduce overall energy use in the residences, help students living in residence learn about their own energy consumption and ways to reduce it, and create a culture of sustainability at Queen’s. In this presentation I will go through the overall timeline of executing and planning the project, provide examples of ways to reduce energy consumption in residence, and provide results of both parts of the competition.
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Lukes, Laura. "Conference & Planning Committee Information." Innovations in Teaching & Learning Conference Proceedings 7, no. 1 (September 18, 2015). http://dx.doi.org/10.13021/g8vp55.
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Theme:The Science of Learning: Using Research to Improve Teaching7th Annual ConferenceSeptember 18, 2015 Conference Director:Laura Lukes (Center for Teaching & Faculty Excellence) Advisory & Selection Committee: Boicu, MihaiBoyette, JoannaClare, KatieCressman, RobEby, KimEdwards, CodyGeorge, ChristianGliozzi, MarioGoldman, JonathanHannan, HeatherKoch, LisaKravitz, DavidLawrence, SusanLukes, LauraMallett, KarynOffutt, JeffOlesova, LarisaOwen, JuliePettigrew, KathyReid, ShelleyRogers, PaulSaleem, RajaSaunders, CathyScott Constantine, LynneUsher, BethanyWarren, JohnWest, PatriciaWillis, OdetteWolf, PaigeYigit, Erdal Logistical Coordination:Ashleen Gayda (Center for Teaching & Faculty Excellence)Tamara Day (Events Management) Logistical Support:Office of Events ManagementEvents ProductionMason CateringAndrew Cote (OSCAR)Samira Lloyd (OSCAR)Denise Nazaire (OSCAR) Conference Proceedings:John WarrenJeri WieringaLaura LukesAshleen GaydaEmily LambackChyna Staten (Retroactive) Sponsors: BlackboardGeorge Mason University LibrariesGeorge Mason Publishing GroupProQuestUPCEABarnes & Noble College: George Mason Bookstore4-VAThe New York Times in Education Supporters:College of Education and Human Development; College of Health and Human Services; College of Humanities and Social Sciences; College of Science; College of Visual and Performing Arts; Graduate Student Life; Higher Education Program; Information Technology Services; Office of Distance Education; Office of Student Scholarship, Creative Activities, and Research; School for Conflict Analysis and Resolution; School of Business; School of Policy, Government, and International A airs; University Life; Volgenau School of Engineering; Writing Across the Curriculum; and The Writing Center.Volunteers:Dorothy Amoah-Darko, Sam Ashworth, Jesse Capobianco, Cameron Carter, Andrew Cartwright, Zella Christensen, Lynne Scott Constantine, Svetlana Filiatreau, Andrew Finn, Darcy Gagnon, Liesel Hamilton, Caitlin Holmes, Tabine Kamaleddine, Mills Kelly, Joey Kuhn, Ying-Ying Kuo, Shawn Lee, Jaime Lester, Jessica Matthews, Je O utt, Larisa Olesova, Julie Owen, Nathalia Peixoto, Richena Purnell-Sayle, Esperanza Roman-Mendoza, Robert Sachs, Catherine Saunders, Linda Sheridan, Darlene Smucny, Debra Sprague, Carol Stiller, Bethany Usher, John Warren, Gerald Weatherspoon, Margaret Weiss, and the students of TOUR 440. of Engineering; Writing Across the Curriculum; and The Writing Center.
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Stapleton, Suzanne C., Melody Royster, Neelam Bharti, Stephanie Birch, Jean Bossart, Shannon Butts, Tara Tobin Cataldo, et al. "Girls Tech Camp." Issues in Science and Technology Librarianship, no. 92 (August 27, 2019). http://dx.doi.org/10.29173/istl22.
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Motivated by a desire to encourage girls to pursue science, technology, engineering and math (STEM) studies, librarians at the Marston Science Library (Marston) at the University of Florida (UF) developed Girls Tech Camp (GTC), a summer camp designed to introduce middle-school girls to creative technologies used in these fields. This week-long summer day camp launched in 2016, and continued in the summers of 2017 and 2018. Each year, the camp brought twenty-two 6th-8th grade girls into an academic science library to build experience with emerging technologies and increase interest in pursuing further studies or a career in STEM. The camp introduced the girls to a range of technology including 3D modelling, 3D printing, augmented reality, Arduino microcontrollers, light sensors, digital video production, computer coding, and conductive crafts. Through hands-on activities, guest lectures, and campus field trips youth interest and confidence in using technology expanded and participants experienced student and research life at a university.
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Ayalew Tegegne, Wossen. "The Prevalence and Causes of Unwanted Pregnancy Among Woldia University Undergraduate Female Students: Implications for Psychosocial Intervention." International Quarterly of Community Health Education, November 30, 2020, 0272684X2097284. http://dx.doi.org/10.1177/0272684x20972840.
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Globally Unwanted pregnancy is a health related problem that affects girls, their families and social order. Of an estimated 210 million pregnancies that take place in the world each year, 38% are unwanted, out of which 22% end up with abortion. Unwanted pregnancy among teenagers is a serious risk health related problem in Ethiopia. Therefore, the aim of this study was to assess the prevalence and causes of unwanted pregnancy in Woldia University. 121 graduating class of technology Faculty, students was selected by using availability (convenient) sampling techniques. Questionnaire having both open ended and close ended items was developed and administrated for participants. The research was mixed in its nature, including both quantitative and qualitative approaches. The findings of this survey indicated that the bulk of the respondents were using whatever type of contraceptive methods like condom and oral contraceptives.Majorities of them used their allies as the major source of data. From the participants of this study, the majority of them have been fraught. Drinking alcohol and peer pressure were mentioned as a major cause of unwanted pregnancy. The majority of students have experienced an unwanted pregnancy in their campus life, but too little attention given by the university. Thus, university gender directorate office, student union, spiritual leadership, student dean and counselors should work together to minimize the trouble.
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Caines, Susan, and Leonard Lye. "Enhancing Learning Experiences of Graduate Students in the Faculty of Engineering and Applied Sciences at Memorial University of Newfoundland." Proceedings of the Canadian Engineering Education Association, August 7, 2015. http://dx.doi.org/10.24908/pceea.v0i0.5735.
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The Faculty of Engineering and Applied Science (FEAS) at Memorial University of Newfoundland (MUN) offer 17 unique programs to over 500 graduate students. In addition to providing financial support, office space, courses, and supervision to students, FEAS has developed an interconnected series of programs, seminars, and workshops to help graduate students succeed in their studies, research, and life after graduation. Among these are the Graduate Seminar Course, the TA Training Program, the Outstanding TA Award, regular professional development seminars, the Graduate Mentorship Program, in addition to numerous EDGE (Enhanced Development of the Graduate Experience) programs and workshops offered by the School of Graduate Studies. This suite of academic and professional supports plays a critical role in FEAS’s goals and represent innovative and significant work that foster graduate student success. This paper describes these innovative strategies and demonstrates FEAS’s and MUN’s commitment to providing outstanding opportunities for students to grow and succeed in their graduate studies
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Budiastra, A. A. Ketut, Hartinawati Hartinawati, Ichwan Ichwan, and Nia Erlina. "The Effectiveness of Blended Learning for New Generation Learning Materials to Train Science Process Skills." SAR Journal - Science and Research, June 27, 2021, 63–71. http://dx.doi.org/10.18421/sar42-04.
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The development of the ICT has influenced various fields of life, including the development of teaching materials for undergraduate students of elementary school teacher programs of a distance university. This research aims to describe the effectiveness of blended learning of the new generation of science learning materials for science process skills. This research implements a quasi-experimental type of research. Respondents in this research were 56 students in the UT Regional Office area of Jember East of Java Indonesia. The results showed the students' mastery of science process skills and learning outcomes in natural science learning materials in both moderate and high categories. Student responses showed great interest in the science content, the teaching materials, and the learning atmosphere. The constraints faced in blended learning are the internet network to support the ICT-based tutorials and the challenge to change the habit of using printed science teaching materials during teaching within blended learning.
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Brown, Richard E. "THE LIFE AND WORK OF DONALD OLDING HEBB, CANADA’S GREATEST PSYCHOLOGIST." Proceedings of the Nova Scotian Institute of Science (NSIS) 44, no. 1 (April 19, 2007). http://dx.doi.org/10.15273/pnsis.v44i1.3880.
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Donald Olding Hebb’s lasting influence in psychology and neuroscience stemslargely from his influential book, The Organization of Behavior (Hebb 1949a) in which he introduced the concepts of synaptic change and cell assemblies to explain the neural events underlying behaviour. Hebb’s work revolutionized psychology by establishing a biological basis for psychological phenomena and expounding a neuropsychological theory which provided the structure for the development of the fields of cognitive and behavioural neuroscience. His ultimate fame could not have been predicted from his performance at Dalhousie University nor from his early career as a teacher. His career as a psychologist began as a night school student in psychology at McGill University in 1928. After completing his MA in psychology at McGill in 1932, he studied with Karl Lashley at the University of Chicago completing his PhD with Lashley at Harvard in 1936. For the next two years he conducted neuropsychological tests on the patientsof Dr. Wilder Penfield at the Montreal Neurological Institute and from 1939 to 1942 was a professor at Queen’s University in Kingston, Ontario. He spent the next five years studying emotionality in chimpanzees at the Yerkes Primate Center in Florida where he began to write The Organization of Behavior. Hebb became a professor of Psychology at McGill University in 1947 and head of his department in 1948 where he completed his book and directed an internationally recognized graduate program in physiological psychology. Elected President of the Canadian Psychological Association in 1952 and the American Psychological Association in 1960 he also became a Fellow of the Royal Societies of Canada and England. Late in his career, he was Vice Dean of Biological Sciences (1964-66) and then Chancellor of McGill University (1970-74). Upon retirement from McGill, he moved back to Nova Scotia and became a professor emeritus at Dalhousie University from 1978 until his death in 1985. During this time he wrote his last book, Essay on Mind (Hebb 1980a). He was inducted into the CanadianMedical Hall of Fame in October 2003.L’influence durable de Donald Olding Hebb dans les domaines de la psychologieet de la neuroscience est en grande partie le résultat de son ouvrage prestigieux The Organization of Behavior (1949) dans lequel il présente les concepts de modification synaptique et de réseau neuronal pour expliquer les phénomènes neuronaux qui sous‑tendent le comportement. M. Hebb a révolutionné le domaine de la psychologie en établissant une base biologique pour des phénomènes psychologiques et en expliquant une théorie neuropsychologique qui a fourni la structure nécessaire au développement des domaines de la neuroscience cognitive et comportementale. Sa renommée n’aurait pu être prédite à partir de sa performance à l’Université Dalhousie ou de son poste d’enseignant au début de sa carrière. Sa carrière dans le domaine de la psychologie a débuté lorsqu’il a commencé à suivre des cours du soir dans le domaine à l’Université McGill en 1928. Après avoir obtenu une maîtrise en psychologie à l’Université McGill en 1932, il a étudié aux côtés de Karl Lashley à l’Université de Chicago pour finalement obtenir un doctorat avec M. Lashley à l’Université Harvard en 1936. Au cours des deux années suivantes, il a effectué des tests neuropsychologiques sur les patients du docteur Wilder Penfield à l’Institut neurologique de Montréal. De 1939 à 1942, il a été professeur à l’Université Queen’s, à Kingston en Ontario. Il a passé les cinq années suivantes à étudier les émotions chez le chimpanzé au Yerkes Primate Center en Floride. C’estau cours de cette période qu’il a commencé à rédiger The Organization of Behavior. M. Hebb a ensuite occupé un poste de professeur de psychologie à l’Université McGill en 1947 et il a été nommé chef du département de psychologie en 1948, poste dans le cadre duquel il a dirigé un programme d’études supérieures de renommée internationale en psychophysiologie. C’est à cette période qu’il a terminé son ouvrage prestigieux. Élu président de la Société canadienne de psychologie en 1952 et de l’American Psychological Association en 1960, il a également été un Membre de la Société royale du Canada et un membre de la Royal Society of England. Vers la fin de sa carrière, il a occupé le poste de vice-doyen des sciences biologiques à l’Université McGill (de 1964 à 1966) puis de chancelier de cette même université (de 1970 à 1974). Au moment de sa retraite de l’Université McGill, M. Hebb est retourné en Nouvelle‑Écosse. Il a été professeur émérite à l’Université Dalhousie de 1978 jusqu’à sa mort en 1985, période durant laquelle il a rédigé son dernier ouvrage Essay on Mind (1980a). Il a été intronisé au Temple de la renommée médicale canadienne en octobre 2003.
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Mishra, Chandra S., and Ramona K. Zachary. "Advancing Research on Innovation and Entrepreneurship." Entrepreneurship Research Journal 1, no. 4 (January 3, 2011). http://dx.doi.org/10.2202/2157-5665.104.
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In this Inaugural Year of Entrepreneurship Research Journal (ERJ), and with this new Issue 4 titled, „Advancing Research on Innovation and Entrepreneurship“, editors Chandra S. Mishra, Office Depot Eminent Scholar Chair at Florida Atlantic University, and Ramona K. Zachary, Academic Director of the Lawrence N. Field Programs and the Peter S. Jonas Distinguished Professor of Entrepreneurship at Baruch College, offer a dedication to Steve Jobs who was an innovator and entrepreneur extraordinaire. He transformed a sleepy Silicon Valley into the leading innovation center in the world. His technological creations, during his shortened but dynamic life, have not only revolutionized how consumers interact with technology but how we experience human interactions throughout the world. Researchers from all disciplines have been intrigued and inspired by his entrepreneurial vision and creative genius.The lead article, by William J. Baumol, urges researchers to further investigate the innovation process, the incentives for innovators given their low returns and low odds of success, and the role of the public sector in encouraging innovation given the enormous social gains. The three competitive research articles contribute to our understanding of innovation and entrepreneurship literature by: 1) examining the types of entrepreneurial knowledge and their impact on innovation; 2) examining the linkage between a country‘s investment on R&D and number of startups; and 3) explaining the inability of an entrepreneur to move away from a struggling venture. As ERJ‘s first Commentary, Stuart A. Schulman and Edward G. Rogoff ask us to rethink the technology enabled entrepreneur and begin to build a bridge between economic theory about innovation and the funding and production challenges facing entrepreneurs as they bring their technologies to the market.
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Hou, Su-I. "Evaluating online courses via course-related competencies – A mixed-methods quasi-experiment evaluation study of an HIV Prevention Webcourses among college students." Journal of the Scholarship of Teaching and Learning 20, no. 1 (February 7, 2020). http://dx.doi.org/10.14434/josotl.v20i1.24645.
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Abstract: This convergent mixed method quasi-experiment study evaluates the effectiveness of an HIV Prevention Webcourses on reaching HIV related competencies among college students at a large public university in Florida. College students in health majors participated in the study, experiment group were students enrolled in the HIV Webcourses and comparison group were students who enrolled in non-HIV related courses from the same college. Six HIV competencies along with HIV knowledge were measured. Qualitative comments on own learning were also gathered from the experiment group of students. A total of 944 students participated (508 experimental and 436 comparison students). The reliability of the 6-item HIV competency scale showed satisfactory internal consistencies (Cronbach alpha = .914; CITCs ranged .670-.804). Regression analyses, controlling for their baseline scores, showed that students in the HIV Webcourses scored significant higher than comparison group (all p<.001) on all the six competencies. Regression analyses also showed significant differences on objective HIV knowledge test, perceived HIV knowledge in general and about HIV testing specifically between groups (p<.001). Students commented they genuinely loved this course as it was extremely well organized, very useful, interesting and informative, and enjoyed the professor’s passion of the topics. Students also commented how the personal stories and videos gave perspectives and provided life-changing lessons. Both the quantitative and qualitative data on student learnings convergently demonstrated the impact of this online course. Current study suggested effective design strategies and provided data to support the effectiveness of Webcourses on reaching course-related competencies among college students.
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Berkson, Rachel, Uwe Matthias Richter, Sarada Veerabhatla, and Larysa Zasiekina. "Experiences of Students with Communication Related Disabilities in the TBL Classroom." East European Journal of Psycholinguistics 7, no. 1 (June 30, 2020). http://dx.doi.org/10.29038/eejpl.2020.7.1.ber.
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The objective of this article is to explore how suitable Team-Based Learning (TBL) is for students with social and communication disabilities, such as those on the autism spectrum or with social anxiety. TBL is a structured form of Active Collaborative Learning, combining a flipped classroom approach with students working in permanent teams to apply concepts, models and theories into practice. The design of the study was based on an idiographic case study approach at Anglia Ruskin University, UK, treating each student as an individual rather than a representative sample. Towards the end of the academic year 2017/18, an electronic questionnaire was sent out to all students who had taken TBL modules at ARU during the preceding academic year, asking about various aspects of TBL experience. The questionnaire was repeated towards the end of the first semester of 2018/19. The questionnaire was analysed with a focus on questions relating to inclusivity, and the responses related to students who had declared a disability. The questionnaire was followed by semi-structured interviews with students with disabilities who had experienced TBL. We focused primarily on disabilities broadly related to communication, notably with dyslexia, dysgraphia, social phobia and autism that may impair students’ abilities to work in teams. Interviews were audio recorded and then transcribed. Transcriptions were thematically analysed by the research team using NVivo. The results of the study provide anonymized case studies for each of the students who took part in an interview, explaining their disability or condition, their coping strategies for studying in HE, and their experiences, both positive and negative, of the TBL modules they had taken.
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Pyuryk, М. V. "DISTANCE LEARNING AS A TYPE OF SOCIAL STRESS FOR STUDENTS OF THE FOREIGN CITIZENS TRAINING FACULTY." Art of Medicine, January 6, 2021, 120–23. http://dx.doi.org/10.21802/artm.2020.4.16.120.
Full textAbstract:
For studying in a higher educational institution it is necessary to get used to living conditions in another country,it is a difficult stage of youth's life, especially under the conditions of distance learning. A student of the Faculty of Foreign citizens training, who has completely different traditions, customs, religions, has to adapt to the new rhythm of life, dynamics of education, way of life and work, their behavior,etc. Coexistence with friends, rivals, relatives, enemies, romantic partners, trying to meet the cultural norms of the country in which he/she studies, the performance of social roles provide the basis for frequent experience of stress. Factors of social nature that give rise to stress can be a sustainable part of cultural institutions and social roles and therefore act constantly (chronic stressors), and can be a consequence of single events in the social aspect. A large amount of new and specialized information, physical and psychological difficulties faced by a foreign student, lead to constant tension and a state of chronic stress. The modern educational system has changed so much over the past year that the student constantly needs to adapt to innovations, especially in conditions of distance learning, inability to clearly see and develop practical skills, which is very necessary for students of the School of Medicine. Unfortunately, stress is becoming an increasingly global problem especially among students and adversely affects their lives and health, quality of knowledge and skills. Students do not always have the opportunity to provide themselves with special layouts and dummies for studying, in particular, because of the stress of the educational process, students lose motivation to study and do not get pleasure from it, do not know how to apply skills in practice.
Purpose: to study the presence of chronic social stress in students of the Foreign Citizens Training Faculty, which will be basic and necessary knowledge for employees of the dean's office of the Faculty of Foreign Citizens, because increasingly the administration of universities faces the question of the prevalence of mental health problems among foreign students; and identify factors influencing the success of medical students. The educational process under normal social conditions is a complex part of the overall process of educating a comprehensively developed individual. The article presents the results of an anonymous survey of 134 students of the 2-3 year of the Faculty of Foreign citizens' training department of Ivano-Frankivsk National Medical University on the reasons for unsatisfactory success in the study of practical disciplines. Respondents were asked to independently identify the reasons for inadequate assimilation of material in practical classes and lectures.
Conclusions. The results of the questionnaire indicate the state of chronic tension of students, their state of social stress, due to not only new living conditions, but also frequent changes between periods of live communication during classes and distance learning conditions, exacerbations of chronic diseases, psychological problems in the group or/and family.