Academic literature on the topic 'Western New Mexico University – Curricula'
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Journal articles on the topic "Western New Mexico University – Curricula"
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Peralta Castro, Fernando Manuel. "English Syllabus Change on the Basis of School Based Curriculum Development within the Context of a Western Mexican University." World Journal of English Language 7, no. 3 (2017): 40. http://dx.doi.org/10.5430/wjel.v7n3p40.
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This study aims to investigate the process of improving the English language syllabus within the context of aWestern University in Mexico. It was an Action Research investigation which involved the participation of a groupof teachers, who played a predominant role during the research, evaluating the original syllabus, producingdescriptions resulting in a detailed characterization of it. They also designed a new syllabus, and finally theyevaluated the process of improving it. Findings of the study demonstrate that language teachers engaged in a processof analysis and reflection are led to make decisions and changes based on local needs. Findings also demonstrate that,even when teachers showed the greatest willingness to participate in the study they also faced serious challenges.
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Guilherme, Manuela, and Gunther Dietz. "Winds of the South: Intercultural university models for the 21st century." Arts and Humanities in Higher Education 16, no. 1 (2016): 7–16. http://dx.doi.org/10.1177/1474022216680599.
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This issue of Arts and Humanities in Higher Education focuses on innovative initiatives which are emerging in different Latin-American university contexts as well as a few other experiments in traditionally established universities. Sometimes these initiatives are newly created higher education institutions that are rooted inside indigenous regions, in other cases conventional universities start to “interculturalize” their student population, their teaching staff, or even their curricular contents and methods. Despite certain criticisms, community leaders frequently claim and celebrate the appearance of these new higher education opportunities as part of a strategy of empowering ethnic actors of indigenous or afro-descendant origin. After an interview to Boaventura de Sousa Santos, Laura Selene Mateos Cortés, and Gunther Dietz, analyze the different ways in which the Mexican intercultural education subsystem conceives “interculturalidad.” The next article, by Guillermo Williamson, also “expresses interculturality polyphonically from the Latin-American perspective” and reports “the nature and condition of the academic reflection on interculturality carried out in universities, in supposedly intercultural contexts.” Then, Carlos Octavio Sandoval brings the focus back to Mexico and the Intercultural University of Veracruz; in the article that follows, Isabel Dulfano explores the relationship between antiglobalization, counterhegemonic discourse, and indigenous feminist alternative knowledge production. She bases her article on the autoethnographic writing of some Indigenous feminists from Latin America that questions the assumptions and presuppositions of Western development models and globalization, while asserting an identity as contemporary Indigenous activist academic women. Christine D. Beaule and Benito Quintana’s article adds to the topic of this special issue with the argument of interdisciplinarity bringing together both an archaeological and anthropological perspectives of indigeneity to the higher education classroom. And finally, Catherine Manathunga focuses on the issue of intercultural doctoral supervision.
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St. Hilaire, Rolston, and James M. Thompson. "Integrating a University and Community College Course in Landscape Construction." HortTechnology 15, no. 1 (2005): 181–85. http://dx.doi.org/10.21273/horttech.15.1.0181.
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Strong linkages among 2-year community colleges and 4-year universities are likely to foster the transition of more students into higher education and enhance student diversity. Two New Mexico educational institutions, Doña Ana Branch Community College (a 2-year community college) and New Mexico State University (a 4-year university), offered a landscape construction class as a joint course offering for students at both institutions. The objective of this educational approach was to develop a system that facilitates the seamless integration of compatible curricula from a community college and a university. Course evaluations showed that 63% of students enrolled in the combined class rated the combining of a university and community college class as an above average or excellent model of education. When asked to rate whether classroom materials and laboratory activities supported learning, 94% of the class rated those materials as excellent. Eighty-eight percent of students rated the presentation of subject matter as above average or excellent when asked if the subject matter was presented in an interesting manner. Students valued the experiential learning projects and would highly recommend the course to their peers. In this redesigned course, women and minorities constituted 63% of the class, suggesting that this educational approach has the potential to retain a large number of underrepresented groups in landscape horticulture. We conclude that this collaborative approach for teaching landscape horticulture is likely to enhance horticultural education and foster a seamless educational experience for students who transition from a community college to a university. Also, this educational approach could serve as a model for curricula that combine practical knowledge with advances in science and technology.
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St. Hilaire, Rolston, and James M. Thompson. "Integrating a University and Community College Course in Landscape Construction." HortTechnology 15, no. 2 (2005): 409–13. http://dx.doi.org/10.21273/horttech.15.2.0409.
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Strong linkages among 2-year community colleges and 4-year universities are likely to foster the transition of more students into higher education and enhance student diversity. Two New Mexico educational institutions, Doña Ana Branch Community College (a 2-year community college) and New Mexico State University (a 4-year university), offered a landscape construction class as a joint course offering for students at both institutions. The objective of this educational approach was to develop a system that facilitates the seamless integration of compatible curricula from a community college and a university. Course evaluations showed that 63% of students enrolled in the combined class rated the combining of a university and community college class as an above average or excellent model of education. When asked to rate whether classroom materials and laboratory activities supported learning, 94% of the class rated those materials as excellent. Eighty-eight percent of students rated the presentation of subject matter as above average or excellent when asked if the subject matter was presented in an interesting manner. Students valued the experiential learning projects and would highly recommend the course to their peers. In this redesigned course, women and minorities constituted 63% of the class, suggesting that this educational approach has the potential to retain a large number of underrepresented groups in landscape horticulture. We conclude that this collaborative approach for teaching landscape horticulture is likely to enhance horticultural education and foster a seamless educational experience for students who transition from a community college to a university. Also, this educational approach could serve as a model for curricula that combine practical knowledge with advances in science and technology.
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Davis, Charles G. "Report of the Rocky Mountain Modern Language Association." Publications of the Modern Language Association of America 103, no. 4 (1988): 422–23. http://dx.doi.org/10.1632/s003081290014684x.
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The 1988 convention will be held 20-22 October at the Las Cruces Hilton. New Mexico State University will host the meeting as part of its centennial celebration. A Mexican banquet, a wine reception hosted by the university and the New Mexico Vine and Wine Society, a program on western and southwestern literature, a program on class, race, and gender in Chicana literature, as well as excursions to Juarez, Mexico, and to Old Mesilla will help participants celebrate the flavor of the region.
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Sjursen, Harold P. "The Integration Of Engineering And Business Education In A Global-Network University." Balkan Region Conference on Engineering and Business Education 1, no. 1 (2014): 149–52. http://dx.doi.org/10.2478/cplbu-2014-0032.
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AbstractNew York University characterizes itself as a global-network university. It currently offers (or soon will) engineering and business/management curricula leading to baccalaureate degrees on campuses in New York, Abu Dhabi and Shanghai. The programs are designed to be interoperable, i.e., students (and faculty) can move from campus to campus while staying on track in their particular course of study. This objective of interoperability raises interesting issues regarding the internationalization of engineering and technical education. Additionally, at Abu Dhabi and Shanghai, the engineering and business management programs are tightly integrated with classical, western liberal arts education. This paper will explore the variety of educational and philosophical issues of this approach. The paper will offer a favourable assessment of the approach while acknowledging the profound challenges it entails.
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Weiss, Joann R., Nina Wallerstein, and Thomas MacLean. "Organizational Development of a University-Based Interdisciplinary Health Promotion Project." American Journal of Health Promotion 10, no. 1 (1995): 37–45. http://dx.doi.org/10.4278/0890-1171-10.1.37.
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Purpose. To analyze the organizational development and implementation of an interdisciplinary health promotion project at the University of New Mexico. The effort involved three academic units in a 3-year externally funded project to institutionalize health promotion curricula in the respective schools and to develop a wellness-oriented service for students, faculty, and staff. Methods. The open systems theory was used as a framework to analyze the organizational and role issues that emerged from the data collected through interviews, staff surveys, and document review. The analysis is summarized by five thematic questions: (1) How did the project's vision affect its development? (2) How was leadership enacted, and with what effect? (3) What were the organizational issues for the staff? (4) What were the interdisciplinary dilemmas? (5) What was instituted or changed as a result of the project? Results. The analysis uncovered a series of interpersonal and organizational dilemmas involving the nature of the organizational environment, the character of interdisciplinary work, leadership, boundaries of group membership, and the structuring of a unified vision. Conclusions. Future projects should consider the strength and stability of the boundary spanners, the resource context, and the role of a unified vision for new and organizationally linked units as key issues in facilitating and sustaining change.
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Cajete, Gregory. "Native Americans and Science: Enhancing Participation of Native Americans in the Science and Technology Workforce through Culturally Responsive Science Education." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 7, no. 1 (2021): 122–39. http://dx.doi.org/10.15402/esj.v7i1.70770.
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A major issue that directly affects the participation of Native Americans in the science and technology workforce is the lack of preparation in science and math. This lack of preparation has many causes, but one of the most strategically important issues is the lack of culturally relevant curricula that engage Native American students in learning science in personal, social and culturally meaningful ways. This essay explores the needs, issues, research, and development of culturally responsive science education for Native American learners. A curriculum model created by the author at the Institute of American Indian Arts in Santa Fe, New Mexico, from 1974 to 1994 based on Native American cultural orientations is explored as a case study as one example of how to engage Native American students in science learning and become more prepared to participate in science and technology-related professions. As such, it presents a methodology for how trans-systemic work might be approached in building conceptual bridges between Indigenous and Western views of science.
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Ragland, Cathy. "Corrido! The Living Ballad of Mexico's Western Coast. John Holmes McDowell. Albuquerque, NM: University of New Mexico Press, 2015. 435 pp." Journal of Latin American and Caribbean Anthropology 22, no. 1 (2017): 189–91. http://dx.doi.org/10.1111/jlca.12274.
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Rhenberg, Elizabeth C., and Thomas W. Kammer. "Camerate crinoids from the Nunn Member (Tournaisian, Osagean) of the Lower Mississippian Lake Valley Formation, New Mexico." Journal of Paleontology 87, no. 2 (2013): 312–40. http://dx.doi.org/10.1666/12-033r.1.
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The Nunn Member (early Osagean) of the Lake Valley Formation of New Mexico is known for its abundance and diversity of crinoids. Although crinoids were first reported in the late 1800s, no comprehensive study of the crinoids has been conducted and a complete list of the crinoid taxa does not exist. All subclasses of crinoids occur in the Lake Valley, but the camerates are by far the dominant group. Study of the Macurda collection from the University of Michigan, the Laudon collection from the University of New Mexico, and new collections provided more than 7000 specimens, 4,500 of which were identifiable camerates. Sixty-one species of camerates are recognized in the Nunn Member, including five new species: Blairocrinus macurdai, Iotacrinus novamexicanus, Agaricocrinus alamogordoensis, Uperocrinus kuesi, and Collicrinus laudoni. This camerate fauna is very similar to that of the lower Burlington Limestone of the Mississippi Valley. An update of the crinoid taxa in the Lake Valley Formation allows for a better understanding of the temporal and geographic relationships of crinoid faunas across North American during the Early Mississippian when camerates were at their global diversity maximum. The majority of the camerates come from the western New Mexico outcrops where the Nunn Member is thicker and the marine shelf was shallower, but several also occur in association with the deep-water Waulsortian mounds.
Book chapters on the topic "Western New Mexico University – Curricula"
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Nettleton, Kimberely Fletcher, and Lesia C. Lennex. "Technodiversity." In Handbook of Research on Race, Gender, and the Fight for Equality. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0047-6.ch003.
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What happens when technology, culture, and education intersect? How does culture of place impact technology communication? How does this affect baccalaureate education? While examining cultural awareness and diversity in three separate projects, the researchers discovered key elements to understanding technodiversity and its impact on the exchange of ideas. Morehead State University in eastern Kentucky, Western New Mexico University, and University of Guangxi in China participated in joint projects about privilege and digital communication. Issues impacting technodiversity were discovered. Understanding and harnessing the principles of technodiversity will impact distance education, online communities, and the use of technology as a conduit for communication. The diversity exchanges formed future ideas about curriculum providing baccalaureate candidates not only with a remarkable background in developing goals and assessments of achievement but also with technology and diversity tools to enable teaching in diverse circumstances.
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Peters, Debra P. C., and William H. Schlesinger. "Future Directions in Jornada Research: Applying an Interactive Landscape Model to Solve Problems." In Structure and Function of a Chihuahuan Desert Ecosystem. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195117769.003.0022.
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The long history of research at the Jornada Basin (through the Agricultural Research Service [ARS] since 1912, New Mexico State University in the late 1920s, and joined by the Long-Term Ecological Research [LTER] program in 1981) has provided a wealth of information on the dynamics of arid and semiarid ecosystems. However, gaps in our knowledge still remain. One of the most perplexing issues is the variation in ecosystem dynamics across landscapes. In this concluding chapter to this volume, we propose a new conceptual model of arid and semiarid landscapes that focuses explicitly on the processes and properties that generate spatial variation in ecosystem dynamics. We also describe how our framework leads to future research directions. Many studies have documented variable rates and patterns of shrub invasion at the Jornada as well as at other semiarid and arid regions of the world, including the Western United States, northern Mexico, southern Africa, South America, New Zealand, Australia, and China (York and Dick-Peddie 1969; Grover and Musick 1990; McPherson 1997; Scholes and Archer 1997; see also chapter 10). In some cases, shrub invasion occurred very rapidly: At the Jornada, areas dominated by perennial grasses decreased from 25% to < 7% from 1915 to 1998 with most of this conversion occurring prior to 1950 (Gibbens et al. 2005; Yao et al. 2002a). In other cases, shrub invasion occurred slowly, and sites were very resistant to invasion; for example, perennial grasses still dominate on 12 out of 57 research quadrats originally established in black grama (Bouteloua eropoda) grasslands in the early twentieth century (Yao et al. 2002b). Soil texture, grazing history, and precipitation patterns are insufficient to account for this variation in grass persistence through time (Yao et al. 2002a). It is equally perplexing that although many attempts to remediate these shrublands back to perennial grasses have led to failure, some methods worked well, albeit with long (> 50 year) time lags (Rango et al. 2002; see also chapter 14). Although variations in vegetation dynamics and shrub invasion are the most well known, other lesser known aspects of arid and semiarid systems have been found to be quite variable as well.
Conference papers on the topic "Western New Mexico University – Curricula"
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Schmaltz, Kevin. "ASME Open Source Project: Prototype Re-Design and Conclusion of a Human Powered Water Purification Device." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-11293.
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The Western Kentucky University Mechanical Engineering program partnered with ASME to host an Open Source student design project to develop a prototype water purification device in 2008. The project was funded by an ASME grant and is part of a continuing initiative by ASME to extend the relevance of their annual Student Design Competitions (SDC) and link student projects to societal concerns. The Open Source Project extended the 2007 SDC which required students to design and construct human-powered devices to purify water. The design challenge was inspired by Hurricane Katrina-like temporary disasters, but also addresses one of the National Academy of Engineering’s Grand Challenges for Engineering: provide access to clean water. Affordable and practical solutions are needed to provide drinkable water to people who do not have the equipment, power or other resources necessary to assure safe water supplies. During the spring and early summer of 2008, five students from various SDC teams qualifying for the 2007 SDC finals used their competition experience to develop a new design for a human powered water purification system. Team members were distributed at universities from Sweden to Venezuela to New Mexico, and therefore interacted via internet and teleconferences to refine the design. Ongoing work was posted to the ASME website, allowing people external to the team a chance to critique or contribute to the design. The team met at WKU in May to construct and test a prototype of the design. The initial prototype was able to purify water at 10 times the rate of any SDC devices, using a combination of passive sand filtration, solar heat collection and mechanical friction heating. While this was a marked improvement, the reality is that the human effort to purify this water is still excessive. The second generation prototype was completed by faculty, staff and students at WKU during the 2009 summer with the information learned and experiences gained from the initial prototype of the distributed team. This paper will discuss the evolution of the project design from the SDC to through the second prototype and the impact of the open source approach to the design process. The project represents ASME’s first attempt at executing an “Open Source” project, providing a forum for mechanical engineers around the world to contribute to solutions of critical social, economic and environmental problems. If the final design proves technically feasible, the Open Source team will seek support from the ASME Center for Engineering Entrepreneurship and Innovation to commercialize the design.