Zeitschriftenartikel zum Thema „University of New Mexico. College of Education“
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St. Hilaire, Rolston, und James M. Thompson. „Integrating a University and Community College Course in Landscape Construction“. HortTechnology 15, Nr. 1 (Januar 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, und James M. Thompson. „Integrating a University and Community College Course in Landscape Construction“. HortTechnology 15, Nr. 2 (Januar 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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Belgarde, Mary Jiron, und Richard K. Loré. „The Retention/Intervention Study of Native American Undergraduates at the University of New Mexico“. Journal of College Student Retention: Research, Theory & Practice 5, Nr. 2 (August 2003): 175–203. http://dx.doi.org/10.2190/ml98-8wqf-efwp-7mcy.
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Student service programs act as key resources to help students persist in school until graduation. However, some critics question whether service programs aimed at specific ethnic populations contribute sufficiently toward their persistence. Tinto (1975) argues that the stronger one is integrated into the institution, the more likely he/she will graduate from college. Thus, Native students' use of Native and non-Native student service programs is likely to effect the strength of their integration. The article presents study findings to explain how Native undergraduates used mainstream and Native programs to support their persistence to graduation at the University of New Mexico. It reports the students' levels of involvement, satisfaction of the services received, and why some students didn't use them. It also includes stop-out information and reasons for stopping out. Finally, the authors discuss how the findings and conclusions may be viewed in light of Native philosophy and views on education.
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Cortina, Regina. „Globalization, Social Movements, and Education“. Teachers College Record: The Voice of Scholarship in Education 113, Nr. 6 (Juni 2011): 1196–213. http://dx.doi.org/10.1177/016146811111300605.
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Background/Context This essay is a part of a special issue that emerges from a year-long faculty seminar at Teachers College, Columbia University. The seminar's purpose has been to examine in fresh terms the nexus of globalization, education, and citizenship. Participants come from diverse fields of research and practice, among them art education, comparative education, curriculum and teaching, language studies, philosophy of education, social studies, and technology. They bring to the table different scholarly frameworks drawn from the social sciences and humanities. They accepted invitations to participate because of their respective research interests, all of which touch on education in a globalized world. They were also intrigued by an all-too-rare opportunity to study in seminar conditions with colleagues from different fields, with whom they might otherwise never interact given the harried conditions of university life today. Participants found the seminar generative in terms of ideas about globalization, education, and citizenship. Participants also appreciated what, for them, became a novel and rich occasion for professional and personal growth. Purpose/Objective With globalization—a term that signifies the ever-increasing interconnectedness of markets, communications and human migration—social and economic divides in countries around the world are hindering the access of many people to the major institutions of society, including and especially education. My goal in this essay is to reflect on the dilemma that John Dewey identified in Democracy and Education regarding the “full social ends of education” and the agency of the nation-state. Against the historical background of the nation-state's control of the meaning of public education, my intent is to search for new meanings defining public education through human agency and social movements, using Mexico as an example. My essay, written on the 200th anniversary of Mexico's Independence in 1810 and on the 100th anniversary of the Mexican Revolution, reflects on these two major events and how they contributed to shifts in the social meaning of education over time. Two groups—women and indigenous people—did not benefit proportion-ately from education, citizenship and social opportunity. My argument is that the empowerment of women and indigenous groups took place not because of state action but because of social movements contesting the restricted identity and incomplete citizenship provided for them through the capacity of the nation-state. It is crucial to understand the “full social ends of education” to see the way forward in strengthening education, citizenship and social opportunity. Conclusions/ Recommendations My participation in the faculty seminar and the readings we discussed led me towards the rediscovery of the writings of John Dewey, which stimulated my thinking about the “full social ends of education” against the historical background of the nation-state's control of the meaning of public education and my own inquiry to search for new meanings of public education through human agency and social movements. Moreover, the writings of Dewey during his visit to Mexico in 1926 opened a new research agenda for me. I have become increasingly interested in a period of Mexican education that is not well researched, particularly the role of John Dewey's students at Teachers College, Columbia University in the development of Mexico's public education system during the 1920s and 1930s and the creation of the Mexican rural schools and the middle schools during that era.
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Erwin, Christopher, und Melissa Binder. „Does Broad-Based Merit Aid Improve College Completion? Evidence from New Mexico's Lottery Scholarship“. Education Finance and Policy 15, Nr. 1 (Januar 2020): 164–90. http://dx.doi.org/10.1162/edfp_a_00270.
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We use the natural experiment of a state lottery scholarship to measure the effect of generous financial aid on graduation rates at New Mexico's flagship public university. During the study period, the scholarship program paid full tuition for eight semesters for any state resident earning a 2.5 grade point average in their first semester at any public two-year or four-year college. We find a significant positive completion effect of 10 percentage points (17.9 percent) for academically well-prepared students that is offset by a large negative effect of 11.6 percentage points (38.8 percent) for less-prepared students. We posit that the scholarship program, which effectively erased the difference in tuition at two- and four-year colleges, may have induced weaker students to take their chances on a more prestigious, yet riskier, academic path.
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Tarasova, Maria. „Highlights of the 2019 honors session at the International Students’ Conference in Siberian Federal University, Russia“. Journal of the European Honors Council 4, Nr. 1 (04.07.2020): 1–7. http://dx.doi.org/10.31378/jehc.117.
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In honors education, creating a community of talented and ambitious students is a goal of primary importance. Honors sessions at international conferences contribute to globalization of the honors community and offer opportunities for starting the dialogue between honors students of different universities and diverse academic fields. The current note provides insight into the discussion at the honors session organized by SibFU Honors College at the international students’ conference “Prospect Svobodny 2019” at the premises of Siberian Federal University in Krasnoyarsk, Russia. The author describes the results of the interdisciplinary research activities presented at the session by honors students from Texas Christian University, Western Michigan University, University of New Mexico, Lamar University, and Siberian Federal University. The note reveals how the honors students’ sessions become forums for reflecting on the value of learner agency and also for exploring the areas of prospective collaboration in interdisciplinary research for honors students worldwide.
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Nelson, Joe. „Reviewer Acknowledgements for World Journal of English Language, Vol. 13, No. 7“. World Journal of English Language 13, Nr. 7 (06.09.2023): 613. http://dx.doi.org/10.5430/wjel.v13n7p613.
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World Journal of English Language wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.World Journal of English Language is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: wjel@sciedupress.comReviewers for Volume 13, Number 7Abdulfattah Omar, The Australian National University, AustraliaAli Hussein Hazem, University of Patras, GreeceAmer M Th Ahmed, Dhofar University, OmanAnna Maria Kuzio, University of Zielona Gora, PolandAntonio Piga, University of Cagliari, ItalyAtyaf Hasan Ibrahim, University of Diyala, IraqAyman Khafaga, Suez Canal University, EgyptAyman Rashad Rashid Yasin, Princess Sumaya University for Technology, JordanBerhane Gerencheal, Aksum University, EthiopiaChunlin Yao, Tianjin Chengjian University, ChinaDaniel Ginting, Universitas Ma Chung, IndonesiaDeena Elshazly, Arab Academy for Science, Technology and Maritime Transport, EgyptDon Anton Balida, International College of Engineering and Management, OmanFrans Sayogie, Universitas Islam Negeri Syarif Hidayatullah Jakarta, IndonesiaHameed Yahya Ahmed Al-Zubeiry, Al-Baha University, Saudi ArabiaHerman, Universitas HKBP Nommensen Pematangsiantar, IndonesiaHouaria Chaal, Hassiba Ben Bouali University of Chlef, AlgeriaHussain Hamid Ali Ghazzaly, Al-Azhar University, EgyptInayatullah Kakepoto, Quaid-e-Awam University of Engineering Science & Technology, Nawabshah, PakistanJamal Uthman Nogoud, University of Buraimi, OmanJaypee R. Lopres, Gallup McKinley County Schools, New Mexico Public Education Department, USAJergen Jel A. Cinco- Labaria, Western Philippines University, PhilippinesKaya özçelik, Atılım University, TurkeyKristiawan Indriyanto, Universitas Prima Indonesia, IndonesiaL. Santhosh Kumar, Kristu Jayanti College (Autonomous), IndiaLeila Lomashvili, Shawnee State University, USALihong Ding, Lanzhou University of Arts and Sciences, ChinaMaria del Mar Sanchez Ramos, University of Alcalá, SpainMohamad Amin Shirkhani, University of sistan and baluchestan, IranMohamad Fadhili bin Yahaya, Universiti Teknologi Mara Perlis Branch, MalaysiaMohammed AbdAlgane, Qassim University, Saudi ArabiaMuhammad Farkhan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, IndonesiaMuhammad Mooneeb Ali, HED punjab, PakistanMuhammed Ibrahim Hamood, University of Mosul, IraqMundi Rahayu, Universitas Islam Negeri Maulana Malik Ibrahim Malang, IndonesiaMusa Saleh, Qimam Al-Ulum Institute for Languages, Saudi ArabiaNing Li, Guangdong Pharmaceutial University (GDPU), ChinaNitin Malhotra, Gobindgarh Public College, IndiaNuriadi Nuriadi, University of Mataram, IndonesiaOlena Andrushenko, Universität Augsburg, GermanyOmar (Mohammad-Ameen) Hazaymeh, Al-Balqa Applied University / Al-Huson University College, JordanOmsalma Ahmed, University of Hail, Saudi ArabiaS. V. Dhanawade, Vivekanand College (Autonomous) Kolhapur, IndiaSaif Ali Abbas Jumaah, University of Mosul College of Arts Dept. Media and English Communication, IraqSantri Djahimo, Nusa Cendana University, IndonesiaŞenel, Müfit, 19 Mayıs University, TurkeyServais Dieu-Donné Yédia DADJO, University of Abomey-Calavi, BeninShalini Yadav, Compucom Institute of Technology and Management, IndiaShangrela Genon-Sieras, Mindanao State University, Main Campus, PhilippinesWarid Bin Mihat, Academy of Language Studies, MARA University of Technology (UiTM), MalaysiaZaldy Maglay Quines, Royal Commission for Jubail and Yanbu, Saudi Arabia
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Nelson, Joe. „Reviewer Acknowledgements for World Journal of English Language, Vol. 13, No. 6“. World Journal of English Language 13, Nr. 6 (31.07.2023): 576. http://dx.doi.org/10.5430/wjel.v13n6p576.
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World Journal of English Language wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.World Journal of English Language is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: wjel@sciedupress.comReviewers for Volume 13, Number 6Aissa HANIFI, University of Chlef, AlgeriaAli Hussein Hazem, University of Patras, GreeceAndrés Canga, University of La Rioja, SpainAnna Maria Kuzio, University of Zielona Gora, PolandAntonio Piga, University of Cagliari, ItalyAtyaf Hasan Ibrahim, University of Diyala, IraqAyman Rashad Rashid Yasin, Princess Sumaya University for Technology, JordanChunlin Yao, Tianjin Chengjian University, ChinaDaniel Ginting, Universitas Ma Chung, IndonesiaDon Anton Balida, International College of Engineering and Management, OmanElena Alcalde Peñalver, University of Alcalá, SpainFatma Abusrewel, The University of Tripoli, LibyaFrans Sayogie, Universitas Islam Negeri Syarif Hidayatullah Jakarta, IndonesiaHerman, Universitas HKBP Nommensen Pematangsiantar, IndonesiaHossein Salarian, University of Tehran, IranHouaria Chaal, Hassiba Ben Bouali University of Chlef, AlgeriaHussain Hamid Ali Ghazzaly, Al-Azhar University, EgyptInayatullah Kakepoto, Quaid-e-Awam University of Engineering Science & Technology, Nawabshah, PakistanJânderson Coswosk, Instituto Federal do Espírito Santo, BrazilJaypee R. Lopres, Gallup McKinley County Schools, New Mexico Public Education Department, USAJergen Jel A. Cinco- Labaria, Western Philippines University, PhilippinesKanthimathi Krishnasamy, Shrimathi Devkunvar Nanalal Bhatt Vaishnav College for Women, IndiaKristiawan Indriyanto, Universitas Prima Indonesia, IndonesiaL. Santhosh Kumar, Kristu Jayanti College (Autonomous), IndiaLeila Lomashvili, Shawnee State University, USALi Ping Chang, National Taipei College of Business, TaiwanMohammad Hamad Al-khresheh, Northern Border University, Saudi ArabiaMohammed AbdAlgane, Qassim University, Saudi ArabiaMuhammad Farkhan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, IndonesiaMuhammad Mooneeb Ali, HED punjab, PakistanMuhammed Ibrahim Hamood, University of Mosul, IraqMundi Rahayu, Universitas Islam Negeri Maulana Malik Ibrahim Malang, IndonesiaMusa Saleh, Qimam Al-Ulum Institute for Languages, Saudi ArabiaNing Li, Guangdong Pharmaceutical University (GDPU), ChinaNitin Malhotra, Gobindgarh Public College, IndiaNuriadi Nuriadi, University of Mataram, IndonesiaOlena Andrushenko, Universität Augsburg, GermanyOmar (Mohammad-Ameen) Hazaymeh, Al-Balqa Applied University / Al-Huson University College, JordanOmsalma Ahmed, University of Hail, Saudi ArabiaÖzkanal, Ümit, Eskisehir Osmangazi University, TurkeySafi Eldeen Alzi’abi, Jerash University, JordanSaif Ali Abbas Jumaah, University Of Mosul College Of Arts Dept. Media and English Communication, IraqSantri Djahimo, Nusa Cendana University, IndonesiaŞenel, Müfit, 19 Mayıs University, TurkeyServais Dieu-Donné Yédia DADJO, University of Abomey-Calavi, BeninShalini Yadav, Compucom Institute of Technology and Management, IndiaWARID BIN MIHAT, Academy of Language Studies, MARA University of Technology (UiTM), MalaysiaZaldy Maglay Quines, Royal Commission for Jubail and Yanbu, Saudi Arabia
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Fondo, Marta, und Schiro Withanachchi. „Crossing Borders in Business and Economics Classrooms“. Proceedings of the International Association for Business and Society 30 (2019): 110–18. http://dx.doi.org/10.5840/iabsproc20193013.
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The emerging changes in global societies challenge businesses as teams work across borders. Consequently, higher education promotes student interaction from diverse cultural backgrounds using technological tools without restricting time, cost, motivation or mobility. In this regard, telecollaboration engages students in a learning process that develops 21st century skills with peers from diverse language, socio-cultural, and educational backgrounds. This article presents a telecollaboration project designed and implemented by Queens College, City University of New York, and Universitat Oberta de Catalunya, an online university in Barcelona, in which 196 Economics and Business undergraduate students from the United States and Mexico enhanced intercultural communication. The aim of this study was to identify the effectiveness of telecollaboration as a tool for advancing diversity and transversal skills. The results showed a positive effect but detected the need to raise awareness on the importance of intercultural skills as part of 21st century skills sought by employers.
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Nelson, Joe. „Reviewer Acknowledgements for World Journal of English Language, Vol. 13, No. 8“. World Journal of English Language 13, Nr. 8 (10.11.2023): 646. http://dx.doi.org/10.5430/wjel.v13n8p646.
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World Journal of English Language wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.World Journal of English Language is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: wjel@sciedupress.comReviewers for Volume 13, Number 8Abderrazak Zaafour, Almería University, SpainAbdul Majeed Hameed Joodi, Al-Farahidi University, Baghdad, IraqAbdulfattah Omar, The Australian National University, AustraliaAli Hussein Hazem, University of Patras, GreeceAndrés Canga , University of La Rioja, SpainAntonio Piga, University of Cagliari, ItalyAravind B R, Kalasalingam Academy of Research and Education, IndiaAtyaf Hasan Ibrahim, University of Diyala, IraqAyman Rashad Rashid Yasin, PRINCESS SUMAYA UNIVERSITY FOR TECHNOLOGY, JordanBadri Abdulhakim Mudhsh, University of Technology and Applied Sciences, OmanBeibei Ren, University of South Florida, USABerhane Gerencheal, Aksum University, EthiopiaChahra BELOUFA, Arab Open University, Saudi ArabiaChunlin Yao, Tianjin Chengjian University, ChinaDaniel Ginting, Universitas Ma Chung, IndonesiaDeena Elshazly, Arab Academy for Science, Technology and Maritime Transport, EgyptDon Anton Balida, International College of Engineering and Management, OmanElsadig Hussein Fadlalla Ali, King Khalid University, Saudi ArabiaGhazwan Mohammed Saeed Mohammed, University of Bisha, Saudi ArabiaHameed Yahya Ahmed Al-Zubeiry, Al-Baha University, Saudi ArabiaHerman, Universitas HKBP Nommensen Pematangsiantar, IndonesiaHossein Salarian, University of Tehran, IranHouaria Chaal, Hassiba Ben Bouali University of Chlef, AlgeriaHussain Hamid Ali Ghazzaly, Al-Azhar University, EgyptInayatullah Kakepoto, Quaid-e-Awam University of Engineering Science & Technology, Nawabshah, PakistanJamal Uthman Nogoud, University of Buraimi, OmanJaypee R. Lopres, Gallup McKinley County Schools, New Mexico Public Education Department, USAJergen Jel A. Cinco- Labaria, Western Philippines University, PhilippinesKhadija Alamoudi, King Abdulaziz University, Saudi ArabiaKristiawan Indriyanto, Universitas Prima Indonesia, IndonesiaL. Santhosh Kumar, Kristu Jayanti College ( Autonomous), IndiaLeila Lomashvili, Shawnee State University, USALihong Ding, Lanzhou University of Arts and Sciences, ChinaMaria Isabel Maldonado Garcia, University of the Punjab, PakistanMohamad Amin Shirkhani, University of sistan and baluchestan, IranMohamad Fadhili bin Yahaya, Universiti Teknologi Mara Perlis Branch, MalaysiaMohammad Hamad Al-khresheh, Northern Border University, Saudi ArabiaMohammed AbdAlgane, Qassim University, Saudi ArabiaMorteza Amirsheibani, Millat Umidi (MU) University, Tashkent, UzbekistanMuhammad Farkhan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, IndonesiaMuhammad Mooneeb Ali, HED punjab, PakistanMuhammed Ibrahim Hamood, University of Mosul, IraqMundi Rahayu , Universitas Islam Negeri Maulana Malik Ibrahim Malang, IndonesiaMusa Saleh, Qimam Al-Ulum Institute for Languages, Saudi ArabiaNing Li, Guangdong Pharmaceutical University (GDPU), ChinaNitin Malhotra, Amity University Madhya Pradesh, IndiaNuriadi Nuriadi, University of Mataram, IndonesiaOlena Andrushenko, Universität Augsburg , GermanyP. Jayakumar, St. Joseph’s College of Engineering, IndiaPhyll Jhann Gildore, UNIVERSITY OF MINDANAO, PhilippinesR. Kannan, Hindustan Institute of Technology & Science (A Deemed to be University), IndiaReimundus Raymond Fatubun, Cenderawasih University, Jayapura, IndonesiaRoberto Martínez Mateo, UNIVERSITY OF CASTILE LA-MANCHA , SpainS. V. Dhanawade, Vivekanand College(Autonomous) Kolhapur, IndiaSafi Eldeen Alzi’abi, Jerash University, JordanSaif Ali Abbas Jumaah, University Of Mosul College Of Arts Dept. Media and English Communication, IraqSantri Djahimo, Nusa Cendana University, IndonesiaŞenel, Müfit, 19 Mayıs University , TurkeyServais Dieu-Donné Yédia DADJO, University of Abomey-Calavi, BeninShalini Yadav, Compucom Institute of Technology and Management, IndiaShangrela Genon-Sieras, Mindanao State University, Main Campus, PhilippinesTeguh Budiharso, State Institute of Islamic Studies (IAIN) of Surakarta, IndonesiaValeria Silva de Oliveira, Marinha do Brasil, BrazilWARID BIN MIHAT, Academy of Language Studies, MARA University of Technology (UiTM), Malaysia
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Sims, Robert C., Darlene E. Fisher, Steven A. Leibo, Pasquale E. Micciche, Fred R. Van Hartesveldt, W. Benjamin Kennedy, C. Ashley Ellefson et al. „Book Reviews“. Teaching History: A Journal of Methods 13, Nr. 2 (05.05.1988): 80–104. http://dx.doi.org/10.33043/th.13.2.80-104.
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Michael B. Katz. Reconstructing American Education. Cambridge and London: Harvard University Press, 1987. Pp. viii, 212. Cloth, $22.50; E. D. Hirsch, Jr. Cultural Literacy: What Every American Needs to Know. Boston: Houghton Mifflin Co., 1987. Pp. xvii, 251. Cloth, $16.45; Diana Ravitch and Chester E. Finn, Jr. What Do Our 17-Year-Olds Know? A Report on the First National Assessment of History and Literature. New York: Harper & Row, 1987. Pp. ix, 293. Cloth, $15.95. Review by Richard A. Diem of The University of Texas at San Antonio. Henry J. Steffens and Mary Jane Dickerson. Writer's Guide: History. Lexington, Massachusetts, and Toronto: D. C. Heath and Company, 1987. Pp. x, 211. Paper, $6.95. Review by William G. Wraga of Bernards Township Public Schools, Basking Ridge, New Jersey. J. Kelley Sowards, ed. Makers of the Western Tradition: Portraits from History. New York: St. Martin's Press, 1987. Fourth edition. Vol: 1: Pp. ix, 306. Paper, $12.70. Vol. 2: Pp. ix, 325. Paper, $12.70. Review by Robert B. Luehrs of Fort Hays State University. John L. Beatty and Oliver A. Johnson, eds. Heritage of Western Civilization. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1987. Sixth Edition. Volume I: Pp. xi, 465. Paper, $16.00; Volume II: pp. xi, 404. Paper, $16.00. Review by Dav Levinson of Thayer Academy, Braintree, Massachusetts. Lynn H. Nelson, ed. The Human Perspective: Readings in World Civilization. New York: Harcourt Brace Jovanovich, 1987. Vol. I: The Ancient World to the Early Modern Era. Pp. viii, 328. Paper, $10.50. Vol. II: The Modern World Through the Twentieth Century. Pp, x, 386. Paper, 10.50. Review by Gerald H. Davis of Georgia State University. Gerald N. Grob and George Attan Billias, eds. Interpretations of American History: Patterns and Perspectives. New York: The Free Press, 1987. Fifth Edition. Volume I: Pp. xi, 499. Paper, $20.00: Volume II: Pp. ix, 502. Paper, $20.00. Review by Larry Madaras of Howard Community College. Eugene Kuzirian and Larry Madaras, eds. Taking Sides: Clashing Views on Controversial Issues in American History. -- Volume II: Reconstruction to the Present. Guilford, Connecticut: The Dushkin Publishing Groups, Inc., 1987. Pp. xii, 384. Paper, $9.50. Review by James F. Adomanis of Anne Arundel County Public Schools, Annapolis, Maryland. Joann P. Krieg, ed. To Know the Place: Teaching Local History. Hempstead, New York: Hofstra University Long Island Studies Institute, 1986. Pp. 30. Paper, $4.95. Review by Marilyn E. Weigold of Pace University. Roger Lane. Roots of Violence in Black Philadelphia, 1860-1900. Cambridge, Massachusetts, and London: Harvard University Press, 1986. Pp. 213. Cloth, $25.00. Review by Ronald E. Butchart of SUNY College at Cortland. Pete Daniel. Breaking the Land: The Transformation of Cotton, Tobacco, and Rice Cultures since 1880. Urbana and Chicago: University of Illinois Press, 1985. Pp. xvi, 352. Paper, $22.50. Review by Thomas S. Isern of Emporia State University. Norman L. Rosenberg and Emily S. Rosenberg. In Our Times: America Since World War II. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Third edition. Pp. xi, 316. Paper, $20.00; William H. Chafe and Harvard Sitkoff, eds. A History of Our Time: Readings on Postwar America. New York: Oxford University Press, 1987. Second edition. Pp. xiii, 453. Paper, $12.95. Review by Monroe Billington of New Mexico State University. Frank W. Porter III, ed. Strategies for Survival: American Indians in the Eastern United States. New York, Westport, Connecticut, and London: Greenwood Press, 1986. Pp. xvi, 232. Cloth, $35.00. Review by Richard Robertson of St. Charles County Community College. Kevin Sharpe, ed. Faction & Parliament: Essays on Early Stuart History. London and New York: Methuen, 1985. Pp. xvii, 292. Paper, $13.95; Derek Hirst. Authority and Conflict: England, 1603-1658. Cambridge: Harvard University Press, 1986. Pp. viii, 390. Cloth, $35.00. Review by K. Gird Romer of Kennesaw College. N. F. R. Crafts. British Economic Growth During the Industrial Revolution. New York: Oxford University Press, 1985. Pp. 193. Paper, $11.95; Maxine Berg. The Age of Manufactures, 1700-1820. New York: Oxford University Press, 1985. Pp. 378. Paper, $10.95. Review by C. Ashley Ellefson of SUNY College at Cortland. J. M. Thompson. The French Revolution. New York: Basil Blackwell, 1985 reissue. Pp. xvi, 544. Cloth, $45.00; Paper, $12.95. Review by W. Benjamin Kennedy of West Georgia College. J. P. T. Bury. France, 1814-1940. London and New York: Methuen, 1985. Fifth edition. Pp. viii, 288. Paper, $13.95; Roger Magraw. France, 1815-1914: The Bourgeois Century. New York and Oxford: Oxford University Press, 1985. Pp. 375. Cloth, $24.95; Paper, $9.95; D. M.G. Sutherland. France, 1789-1815: Revolution and Counterrevolution. New York and Oxford: Oxford University Press, 1986. Pp. 242. Cloth, $32.50; Paper, $12.95. Review by Fred R. van Hartesveldt of Fort Valley State College. Woodford McClellan. Russia: A History of the Soviet Period. Englewood Cliffs, New Jersey: Prentice-Hall, 1986. Pp. xi, 387. Paper, $23.95. Review by Pasquale E. Micciche of Fitchburg State College. Ranbir Vohra. China's Path to Modernization: A Historical Review from 1800 to the Present. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Pp. xiii, 302. Paper, $22.95. Reivew by Steven A. Leibo of Russell Sage College. John King Fairbank. China Watch. Cambridge and London: Harvard University Press, 1987. Pp. viii, Cloth, $20.00. Review by Darlene E. Fisher of New Trier Township High School, Winnetka, Illinois. Ronald Takaki, ed. From Different Shores: Perspectives on Race and Ethnicity in America. New York and Oxford: Oxford University Press, 1987. Pp. 253. Paper, $13.95. Review by Robert C. Sims of Boise State University.
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Young, James. „Reviewer Acknowledgements“. International Journal of Social Science Studies 7, Nr. 3 (30.04.2019): 133. http://dx.doi.org/10.11114/ijsss.v7i3.4242.
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International Journal of Social Science Studies (IJSSS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJSSS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 7, Number 3Ahmet Yıkmış, Abant Izzet Baysal Univeersity, TurkeyAmany Albert, Beni-Suef University, EgyptAmir Hossain, IBAIS University, BangladeshAnna Maria Mouza, Technological Educational Institution of Serres, GreeceAntónio Calha, Polytechnic Institute of Portalegre, PortugalAslan,Yasin, Sinop University, TurkeyBassam Yousef Ibrahim Banat, Al-Quds University, PalestineBegoña Montero-Fleta, Universitat Politécnica de València, SpainBo Li, St Ambrose University, USAChris Gilleard, University College London, UKEmanuele Achino, C. D. T. O., ItalyFernando Aragón-Durand, National Autonomous University of Mexico, MexicoGonzalo Capellan-Miguel, Spanish Minister of Education in United Kingdom, SpainHao Liu, Beijing Normal University, ChinaHenry Poduthas, West Texas A&M University, USAHyejin Lee, Tufts University, MA, USA and Konkuk University, Seoul, South Korea, USAJesster Pasule Eduardo, Nueva Ecija University of Science and Technology, PhilippinesJulia M. Mack, Gannon University, USALaura Diaconu Maxim, "Alexandru Ioan Cuza University" of Iasi, RomaniaLing Wei, China Foreign Affairs University, ChinaMałgorzata Haładewicz, Opole University of Technology, PolandMasami Tsuji, Meiji University, JapanMei-Ling Lin, National Open University, TaiwanMickey Langlais, University of Nebraska – Kearney, USAMikiyasu Nakayama, the University of Tokyo, JapanMohamed Mehdi Jelassi, IHEC Carthage, TunisiaMohammad Naji Shah Mohammadi, Kuala Lumpur, MalaysiaOzgur Demirtas, Inonu University, TurkeyRachita Shrivastava Roy, Department of Higher Education, Chhatisgarh-India, IndiaRakesh Arya, Jawaharlal Nehru University, New Delhi, India Raymond Chan, City University of Hong Kong, Hong KongRemigiusz Kijak, "University of Warsaw, PolandRenu, Central University of Haryana, India Riam Elmorshedy, South Valley University, EgyptRodrigo Cabrera Pertusatti, University of Buenos Aires, ArgentinaSana Ali, Allama Iqbal Open University, Islamabad, PakistanSandro Serpa, University of the Azores, PortugalSharif Alghazo, University of Jordan, JordanShariq aziz butt, Superior University Lahore, PakistanYanzhe Zhang, Jilin University, China
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Preuss, Michael, Eric Sosa, Jason Rodin, Jorje Ramos, Christine Dorsett und Chenoa Burleson. „Competence of Faculty, Staff, and Administrators in Hispanic Culture: Evidence from Three Surveys of Personnel and Students at Hispanic-Serving Institutions“. International Journal of Research in Education and Science 6, Nr. 2 (30.03.2020): 202. http://dx.doi.org/10.46328/ijres.v6i2.877.
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Survey data were gathered from college and university faculty, staff, and administrators at Hispanic-Serving Institutions (HSI) regarding Hispanic culture and Hispanic students as part of an NSF-funded investigation that focused on the characteristics and programming of HSIs as well as the background and experiences of their students. Two surveys of students were also conducted. A minimum of 44 HSIs in Texas, New Mexico, and Colorado were represented in the 393 usable responses gathered from faculty, staff, and administrators. Fourteen HSIs in New Mexico and Texas were represented in student survey data gathered in 2018 and three in north Texas in a survey completed in 2019. Responses from 213 Hispanic students were isolated from the 2018 student survey and 307 from the 2019 data. This material was used to verify and expand on the findings from the survey of faculty, staff, and administrators. A consistent and strong difference of opinion was found between Hispanic faculty, staff, and administrators at the HSIs and their non-Hispanic peers regarding information available to higher education professionals about Hispanic culture, the elements of Hispanic culture, and the characteristics and background of Hispanic students. Survey responses of Hispanic students confirmed, at many points, that the perspective of the Hispanic faculty, staff, and administrators was accurate. It appears, based on this information, that the non-Hispanic employees at the HSIs were less well informed about Hispanic culture and a major portion of their student population than would be desirable. The findings, while from the south-central United States, can inform multiple academic and support services at Hispanic-Serving Institutions and other colleges and universities as they include information about how Hispanic culture is understood by Hispanics, detail gaps in competence regarding Hispanic culture among faculty, staff, and administrators at HSIs, and describe characteristics and the cultural orientation of Hispanic students attending the HSIs in the sample.
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Gelber, Scott. „“City Blood Is No Better than Country Blood”: The Populist Movement and Admissions Policies at Public Universities“. History of Education Quarterly 51, Nr. 3 (August 2011): 273–95. http://dx.doi.org/10.1111/j.1748-5959.2011.00337.x.
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The gubernatorial election of 1892 unnerved faculty members at Kansas State Agricultural College (KSAC). Voted into office by a “fusion” of Populists and Democrats, Governor Lorenzo Lewelling filled four vacant seats on the college's seven-member governing board, overturning a Republican Party majority for the first time in the college's history. These new regents included radicals such as Edward Secrest, a farmer who pledged to “change the order of things” at KSAC, and Christian Balzac Hoffman, a miller, banker, and politician who had founded an ill-fated socialist colony in Topolobampo, Mexico. Populist interest in KSAC intensified in 1897, when a different fusionist governing board promoted Professor Thomas E. Will to the college presidency. Born on an Illinois farm, Will attended a normal school before proceeding to Harvard University, where he chaffed within “the citadel of a murderous economic system.” When offered the chair of political economy at KSAC, Will had been lecturing, writing for reform periodicals, and serving as secretary of a Christian socialist organization called The Boston Union for Practical Progress. Although he never formally joined a Populist organization, Will shared the movement's commitment to erasing class distinctions in politics and education. Following Will's inauguration, a Populist regent exulted that the masses had finally “scaled the gilded halls of the universities.”
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Dietz, Gunther, und Laura Mateos Cortés. „'Indigenising' or 'interculturalising' universities in Mexico?: Towards an ethnography of diversity discourses and practices inside the Universidad Veracruzana Intercultural“. Learning and Teaching 4, Nr. 1 (01.03.2011): 4–21. http://dx.doi.org/10.3167/latiss.2011.040102.
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Multicultural discourse has reached Latin American higher education in the form of a set of policies targeting indigenous peoples. These policies are strongly influenced by the transfer of European notions of 'interculturality', which, in the Mexican context, are understood as positive interactions between members of minority and majority cultures. In Mexico, innovative and often polemical 'intercultural universities or colleges' are being created by governments, by NGOs or by pre-existing universities. This trend towards 'diversifying' the ethnocultural profiles of students and curricular contents coincides with a broader tendency to force institutions of higher education to become more 'efficient', 'corporate' and 'outcome-oriented'. Accordingly, these still very recently established 'intercultural universities' are often criticised as being part of a common policy of 'privatisation' and 'neoliberalisation' and of developing curricula particular to specific groups which weakens the universalist and comprehensive nature of Latin American public universities. Indigenous leaders, on the contrary, frequently claim and celebrate the appearance of these new higher education opportunities as part of a strategy of empowering actors of indigenous origin or African descent.Going beyond this polemic, this paper presents the first findings of an activist anthropological and ethnographically-based case study of the actors participating in the configuration of one of these new institutions of higher education, the Universidad Veracruzana Intercultural (UVI), located on the Mexican gulf coast. This article examines the way UVI has appropriated the discourse of interculturality on the basis of fieldwork conducted in the four indigenous regions where the UVI offers a B.A. in Intercultural Management for Development. The study focuses on the actors' teaching and learning practices, which are strongly shaped by an innovative and hybrid mixture of conventional university teaching, community-oriented research and 'employability'-driven development projects.
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Hubard, Olga. „Being across Homes“. Teachers College Record: The Voice of Scholarship in Education 113, Nr. 6 (Juni 2011): 1255–74. http://dx.doi.org/10.1177/016146811111300603.
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Background/Context This essay is a part of a special issue that emerges from a year-long faculty seminar at Teachers College, Columbia University. The seminar's purpose has been to examine in fresh terms the nexus of globalization, education, and citizenship. Participants come from diverse fields of research and practice, among them art education, comparative education, curriculum and teaching, language studies, philosophy of education, social studies, and technology. They bring to the table different scholarly frameworks drawn from the social sciences and humanities. They accepted invitations to participate because of their respective research interests, all of which touch on education in a globalized world. They were also intrigued by an all-too-rare opportunity to study in seminar conditions with colleagues from different fields, with whom they might otherwise never interact given the harried conditions of university life today. Participants found the seminar generative in terms of ideas about globalization, education, and citizenship. Participants also appreciated what, for them, became a novel and rich occasion for professional and personal growth. Purpose My inquiry is driven by the following questions: How is our sense of self influenced by the place where we live? And what happens when our lives take place in two different homes, two cultures? Research Design I explore the guiding questions through the unique perspectives of three individuals whose lives straddle Mexico City and New York City. I share these perspectives as much for the ideas they embody as for the panderings they provoke. Thus, my reflections, often in the form of questions, are interwoven into the three accounts. Conclusions/Recommendations The three accounts and their juxtapositions make evident how the experience of being across cultures can be fraught with opposing experiences, with tensions and contradictions that are, in too many cases, unresolvable. The challenge, then, is not to try to eliminate the tension altogether, but to find ways to become more at home in a world of ambiguity and confusion.
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Silva, Erin, und Connie Falk. „OASIS: An Experiential Learning Class in Organic Production“. HortScience 41, Nr. 4 (Juli 2006): 974E—975. http://dx.doi.org/10.21273/hortsci.41.4.974e.
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New Mexico State University has designed a course in Organic Vegetable Production centered on a working CSA (Community Supported Agriculture) Farm. This project, named “OASIS” (Organic Agriculture Students Inspiring Sustainability), was funded by a 3-year USDA Hispanic Serving Institutions (HSI) grant from 2002–05. The project has multiple objectives, including: to provide students with a multi-disciplinary experiential educational opportunity; to investigate the feasibility of small-scale organic drip-irrigated farming in the Chihuahuan desert; to demonstrate the CSA model to the local community; and to trial vegetable varieties. The class is co-listed in the Department of Plant and Environmental Sciences and the Department of Agricultural Economics and Agricultural Business. Recently, the class was adopted in the Honors College and also became part of the General Education (G) program at NMSU. The course meets twice a week during two 2-h class periods. In-class time is divided between lectures, active learning projects, and work at the 0.26-ha field plot. The class content covered by the instructors includes organic regulations, history of CSAs and organic agriculture, evaluating the profitability of CSAs, the production of specific vegetable crops, planting and harvesting procedures, and postharvest requirements. Guest speakers are also part of the regular class structure and have discussed various topics such as beneficial insects, tillage, cover cropping, and weed management. The “living classroom” allows for these lectures to draw upon the experiences of students working on the farm. Although the course presents several challenges, the hands-on experience gained by the students is considered to be invaluable.
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Monahan, Michael, und Thomas Ricks. „Introduction“. Frontiers: The Interdisciplinary Journal of Study Abroad 2, Nr. 1 (15.11.1996): 1–2. http://dx.doi.org/10.36366/frontiers.v2i1.20.
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Frontiers: The Interdisciplinary Journal of Study Abroad continues to seek thought-provoking manuscripts, insightful essays, well-researched papers, and concise book reviews that may provide the profession of study abroad an intellectual charge, document some of the best thinking and innovative programming in the field, create an additional forum for dialogue among colleagues in international education, and ultimately enrich our perspectives and bring greater meaning to our work.
In this issue, Frontiers focuses on one of the most compelling themes of interest among international educators: learning outside the home society and culture. Through the researched articles, we hope to engage you in further thinking and discussion about the ways we learn in other societies and cultures; the nature of such learning and the features that make it distinctive from learning in one's home culture; the methods, techniques, and best practices of such learning; and the integration of learning abroad into the broader context of the "internationalization" of the home campus.
Brian J. Whalen's lead article in this edition of the journal develops our theme by providing an overview of learning outside the home culture, with particular emphasis on the role that memory plays in this enterprise. Whalen examines the psychological literature and uses case studies to focus on the ways in which students learn about their new society and culture, and about themselves. Hamilton Beck, on the other hand, presents an intriguing study from the life of W. E. B. Du Bois. In examining his Autobiography and Du Bois's three-year stay in Berlin from 1892 to 1894 as a graduate student at the Friedrich Wilhelms-Universitat zu Berlin, Beck uncovers an excellent example of "learning outside one's home society and culture" through the series of social, political, and ideological encounters Du Bois experiences, reflects on, and then remembers. The article ends with several "lessons" learned from late- nineteenth-century Germany that remained with Du Bois for the rest of his life, as shown in his Autobiography and his collection of essays in The Souls of Black Folk. A team of field study and study abroad specialists from Earlham College looks at our theme through the use of ethnography and the techniques of field study for students living and working in Mexico, Austria, and Germany. The article demonstrates through the observations of the students how effective the use of field research methods can be in learning about Mexican social relations and cultural traditions by working in a tortilla factory, or about Austrian social habits and traditions by patronizing a night club and its "intimate society."
We are reminded of other methods of strengthening learning outside the home society and culture by the case study of the Canadian students from Ontario who attended a teacher training program at the University of Western Sydney in Australia. Barbara Jo Lantz's review of a recent publication describing the usefulness of an “analytical notebook" in learning outside the home society and culture underscores the importance of journal writing as an integral part of study abroad. While journals have been used before in study abroad learning, Kenneth Wagner and Tony Magistrale's Writing Across Culture points the international educator in new directions and contexts in which journal writing enhances learning. Finally, in our Update section, Wayne Myles examines the uses of technology-including the Internet, homepages, and electronic bulletin boards-as ways of advertising to, networking with, and processing study abroad students and their learning on and off our campuses.
Barbara Burn examines the internationalization efforts of our European colleagues through her review of Hans de Wit's edited work Strategies for Internationalisation of Higher Education, while Aaro Ollikainen follows up an earlier article by Hans de Wit (Frontiers, no. 1), with a detailed look at Finland's efforts at internationalization. Joseph R. Stimpfl's thorough annotated bibliography reminds us that there is a legacy of several decades of critical thinking about study abroad and international education to which we are indebted and on which we can build.
With this issue, the editorial board is pleased to begin publishing two issues annually of Frontiers. We are interested in interdisciplinary approaches to study abroad as well as critical essays, book reviews, and annotated bibliographies. In building on the work of previous research, and creating a forum for a debate and discussion, we hope that we may begin to define both theoretically and practically the contours of the frontiers of study abroad.
Michael Monahan, Macalester College
Thomas Ricks, Villanova University
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Rigaux, Maxim, und Stijn Praet. „Editorial Note“. Journal of Latin Cosmopolitanism and European Literatures, Nr. 2 (26.11.2019): iv—v. http://dx.doi.org/10.21825/jolcel.v2i0.15635.
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The image on the cover of this second issue of JOLCEL shows a detail from the so-called Franks Casket, an early eight-century Anglo-Saxon chest made out of whale’s bone, possibly designed to hold a psalter. This artefact constitutes a truly breath-taking nexus of cultural traditions, juxtaposing tableaus as varied as Romulus and Remus being suckled by the shewolf, the mythical Germanic Wayland the Smith at work on his anvil, and the Adoration of the Magi. The scene which has been reproduced here depicts the consequences of the Roman emperor Titus’ sacking of the city of Jerusalem. The inscription in the upper righthand margin starts out in the Latin tongue and script: “hic fugiant hierusalim” (“Here flee from Jerusalem…”). This phrase is then continued vertically, still in Latin but rendered in Anglo-Saxon runes: “ᚪᚠᛁᛏᚪᛏᚩᚱᛖᛋ,” which can be transcribed as “(h)abitatores” (“…its inhabitants”). If we also were to take a look at the left side of this panel (not included here), we would encounter further runic inscriptions in Anglo-Saxon that describe the ancient siege itself. Clearly, Latin and its cultural past are being represented here as being part of a larger and more complex whole, a whole in which, at first sight, they do not even seem to occupy a central position.
This leads us to the present volume’s overarching topic, ‘Latin on the margins’, which has its earliest origins in the Telling Tales Out of School-conference organised by RELICS in 2017. It might come as a surprise to the reader that, only having arrived at our second issue, we turn to the aspect of Latin on the margins. However, by placing these topics at the centre of our journal, and in dialogue with texts that are traditionally considered key texts of the Latin tradition, we seek to reconsider the aspect of centre versus margin in Latin literature, with a particular focus on how education in Latin played a crucial role in this.
Indeed, the three articles we present to the reader in this issue deal with texts that are generally viewed as examples of the use of Latin in the margins. The margins in question are either geographical ones (Tlatelolco in Mexico City) or chronological ones (nineteenthcentury Sweden). This issue hopes to show that what we have come to define as ‘marginal’ is only a question of perspective. In the formation of writers that we consider today to be at the margin of the Latin tradition, Latin education still was—or had recently become—a central element.
Andrew Laird (Brown University) and Heréndira Tellez Nieto (Cátedras Conacyt), in their respective articles, draw attention to the College of Tlatelolco, located in Mexico City. The use of Latin for the instruction of the Nahua peoples was never regarded as a ‘marginal’ phenomenon; on the contrary, Latin was a crucial medium to enhance mutual understanding, which in turn created a new and vibrant dynamic, far from Europe. This explains how Tlatelolco became a new centre for the study of the Latin language and its literatures, in interaction with the indigenous traditions of native Mexicans.
Chronologically and geographically, nineteenth-century Sweden is, undoubtedly, at the margin of the Latin tradition; but, as Arsenii Vetushko-Kalevich (Lund University) explores in his article, for someone like Carl Georg Brunius, author of the longest Latin poem ever written in Sweden, the attempt to rewrite Nordic mythology in classical Latin hexameters probably felt more like a natural reflex than as an anachronism. By reinterpreting the classical echoes in the epic De diis arctois as more than mere “metrical necessities,” Vetushko-Kalevich seeks to give new meaning to the poem.
Finally, in his illuminative response to the articles of this issue, Alejandro Coroleu (ICREA—Universitat Autònoma de Barcelona) reflects more deeply on the consequences of this thinking in terms of what he calls “beyond Europe, beyond the Renaissance, and beyond the vernacular.” He makes a plea for the inclusion of these texts that are usually left out of the picture, in order to get a better insight in the aspects which make the Latin tradition a cosmopolitan one.
The second issue of JOLCEL focuses on texts from the (early) modern period, but intentionally goes beyond those of the Italian humanist ideals. The articles analyse the use of Latin in contexts where the idea of translatio imperii is at first sight no longer a logical one: the Latin tradition has to impose itself on already existing traditions, such as the Nahua mythology or Nordic sagas. Interestingly, this imposition soon shifts to a renegotiation of the hierarchy of traditions. Latin, then, becomes a medium in which new traditions emerge.
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Lewis, Lionel S., und Shirley S. Schwartz. „College and University Government: Elmira College (New York)“. Academe 79, Nr. 5 (1993): 42. http://dx.doi.org/10.2307/40250539.
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Lopez, Patty. „Reflections on the Design of Systems that Impact Computers and Society“. ACM SIGCAS Computers and Society 51, Nr. 3 (Dezember 2022): 9. http://dx.doi.org/10.1145/3585060.3585063.
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Having spent the past year post-retirement working with my alma mater, New Mexico State University's (NMSU) Computer Science department to broaden computing, increase student engagement, and to improve graduation completion, as well as reflecting on the state of computing in society at large, I thought I'd share some observations. In March of this year, I had the opportunity to participate in the SIGCSE 2022 Technical Symposium. I was struck by Dr. Shaundra Daily's plenary keynote, entitled "Diversifying Computing: Real Change Must Come from Within", and her use of the phrase "navigating systems that were not designed for me" as she described her exploration of STEM as a first-generation college student, as both a dance and an engineering student, and as a graduate student preparing for motherhood lacking flexibility during her pregnancy, no maternity leave, no livable stipend, and a lack of affordable childcare, as well as the coping strategies she needed to develop to deal with academic culture. In my work with NMSU this past spring, co-teaching a problem solving course, my work this fall advising CS students, and my board roles serving on the National Academy of Science, Engineering, and Medicine's Roundtable for Systemic Change in Undergraduate STEM Education co-chairing the "Culture of STEM" workgroup, on the Computing Alliance of Hispanic Serving Institution's (CAHSI) Advisory Board, and on the Computing Research Association for Widening Participation (CRA-WP), co-editing the "Expanding the Pipeline" column, it's clear that system design adversely impacts society in terms of determining not only who gets to participate in the design of computer hardware and software, but also who gets to advance in social and economic mobility. Academic institutions are complex systems in need of an overhaul, by the University of California's academic workers strike for better pay and benefits. The design and commercialization of AI without fully understanding the implications of bias and ethics is inherently a system design problem. The application to everything from AI generated art and images (and how to spot deep fakes), the ability of large language models (LLMs) to create volumes of text generated articles that appear legitimate with the capacity to spread hate and misinformation globally are but just a few examples of the potentially horrific impact to society, because humans cannot work at the pace and scale to validate and/or authenticate them, with few if any meaningful domestic and international laws or policies in place to safeguard us.
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Villalovoz, F., und C. Davis. „Electron Microscope Education in the Community College“. Microscopy and Microanalysis 14, S2 (August 2008): 868–69. http://dx.doi.org/10.1017/s1431927608085541.
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Nails, Debra, und Benjamin Baez. „Academic Freedom and Tenure: New Mexico Highlands University“. Academe 92, Nr. 3 (2006): 52. http://dx.doi.org/10.2307/40252930.
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McGuire, Paul, und Craig Timm. „University of New Mexico School of Medicine“. Academic Medicine 95, Nr. 9S (September 2020): S327—S330. http://dx.doi.org/10.1097/acm.0000000000003437.
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Timm, Craig, und Ellen Cosgrove. „University of New Mexico School of Medicine“. Academic Medicine 85 (September 2010): S353—S357. http://dx.doi.org/10.1097/acm.0b013e3181e958f0.
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OBENSHAIN, SCOTT, und STEWART MENNIN. „University of New Mexico School of Medicine“. Academic Medicine 75, Supplement (September 2000): S225—S227. http://dx.doi.org/10.1097/00001888-200009001-00065.
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Herman, Carla J., Denise Minton und Summers Kalishman. „University of New Mexico School of Medicine“. Academic Medicine 79, Supplement (Juli 2004): S131—S134. http://dx.doi.org/10.1097/00001888-200407001-00030.
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Frank, Luke. „University of New Mexico School of Medicine“. Academic Medicine 81, Nr. 1 (Januar 2006): 47. http://dx.doi.org/10.1097/00001888-200601000-00011.
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Special Commemorative Issue. „Contributors“. Conversations: The Journal of Cavellian Studies, Nr. 7 (13.11.2020): 268–76. http://dx.doi.org/10.18192/cjcs.vi7.4921.
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Steven G. Affeldt (Le Moyne College)Isabel Andrade (Yachay Wasi)Stephanie Brown (Williams College)Alice Crary (University of Oxford/The New School)Byron Davies (National Autonomous University of Mexico)Thomas Dumm (Amherst College)Richard Eldridge (Swarthmore College)Yves Erard (University of Lausanne)Eli Friedlander (Tel Aviv University)Alonso Gamarra (McGill University)Paul Grimstad (Columbia University)Arata Hamawaki (Auburn University)Louisa Kania (Williams College)Nelly Lin-Schweitzer (Williams College)Richard Moran (Harvard University)Sianne Ngai (Stanford University)Bernie Rhie (Williams College)Lawrence Rhu (University of South Carolina)Eric Ritter (Vanderbilt University)William Rothman (University of Miami)Naoko Saito (Kyoto University)Don Selby (College of Staten Island, The City University of New York)P. Adams Sitney (Princeton University)Abraham D. Stone (University of California, Santa Cruz)Nicholas F. Stang (University of Toronto)Lindsay Waters (Harvard University Press)Kay Young (University of California, Santa Barbara)
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Rollins, Steve. „General Library University of New Mexico:“. Journal of Homosexuality 30, Nr. 2 (25.03.1996): 133–36. http://dx.doi.org/10.1300/j082v30n02_08.
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O’Dell, Nicole L., Eric Fredericksen und Sarah Peyre. „2358 Expanding our educational reach: Development of a massive open online course (MOOC)“. Journal of Clinical and Translational Science 2, S1 (Juni 2018): 55–56. http://dx.doi.org/10.1017/cts.2018.210.
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OBJECTIVES/SPECIFIC AIMS: Translational Science 101 aims to: (1) Orient the public to the field of clinical and translational science; (2) Provide a brief overview of each phase of translation (T0-T4); (3) Provide real-world examples of clinical and translational researchers and research projects that have directly impacted patients; (4) Provide learners with information on how they can become involved in clinical and translational science through many different avenues (study volunteer, student, faculty member, or study coordinator). METHODS/STUDY POPULATION: The primary audience for Translational Science 101 is the general public and media outlets who are interested in learning more about clinical and translational science and how this research is improving population health. The University of Rochester Clinical and Translational Science Institute created the course in order inform the public about the field of clinical and translational science, orient the public to the types of research that fall under the translational science umbrella, and demonstrate how translational research impacts populations. The Coursera Massive Open Online Course (MOOC) platform was selected to host the course in order promote the greatest level of exposure and also to expand the educational reach of the UR-CTSI to new external audiences. The course was constructed from scratch utilizing the Community of Inquiry (CoI) framework, an approach that is often utilized to guide the design and construction of asynchronous online coursework. CoI highlights the elements of social presence, cognitive presence and teaching presence as key factors impacting the educational experience learners have when enrolled in an online course. Discussion boards, embedded quizzes, and end of module quizzes were integrated in to the course design to promote learner engagement, collaborative learning, and interactions among learners. The “storytelling” instructional strategy is the backbone of the Introduction to Clinical Science modules, with various researchers from the University of Rochester Medical Center explaining their lines of research and how the research impacts patients and communities. Educational research has shown that there are many benefits to including storytelling in instruction (Green, 2004; Geanellos, 1996), including: (1) Stories create interest: The narrative structure increases learner interest and engagement as they are drawn in to a good story. (2) Stories create a more personal link between the learner and the content: Storytelling allows exploration of shared lived experiences without the demands of practice and allows students to make connections between the shared experiences and their own previous experiences and knowledge. (3) Stories provide a structure for remembering course materials: The inclusion of stories facilitates remembering because it is easier to remember a story rather than a list of disparate facts, and stories evoke vivid mental images which are an excellent cue for recall. (4) Stories are a familiar and accessible form of sharing information: Storytelling aids in overall learner understanding as it is a nonthreatening way of sharing information. Storytelling can also enhance course discussions as students feel more at ease discussing a story than discussing abstract or new concepts that they are still in the process of mastering. RESULTS/ANTICIPATED RESULTS: Introduction to Translational Science was launched on October 16, 2017, and is automatically scheduled to begin a new session every 3 weeks. To date the course has reported the following analytics: (1) 2308 learners have visited the course page, (a)476 learners have enrolled in the course; (b) 244 learners are currently active in the course; (c) 11 learners have completed all of the requirements of the course. (2)Learners by Continent, (a) North America 31%; (b) Asia 30%; (c) Europe 23%; (d) Africa 9%;(e) South America 5%; (f) Oceania 2%. (2) Learners by Country: Learners have come from 84 different countries from around the world. The 15 highest enrollment numbers are: (a) USA 25%, (b) India 11%, (c) Egypt 3.7%, (d) United Kingdom 3.4%, (e) Mexico 3.2%, (f) Brazil 2.8%, (g) China 2.8%, (h) Saudi Arabia 2.2%, (i) Spain 2.2%, (j) Germany 1.7%, (k) Russian Federation 1.7%, (l) Malaysia 1.5%, (m) Turkey 1.5%, (n) Italy 1.5%, and (o) Canada 1.5%. (3) Gender: 48% women and 50% men. (4) Age: (a) 13–17: 0.72%, (b) 18–24: 19.6%, (c) 25–34: 44%, (d) 35–44: 14.4%, (e) 45–54: 8.6%, (f) 55–64: 7.2%, (g) 65+: 3.6%. (5)Highest Education Level o Doctorate Degree: 17%; (a) Professional School Degree: 14%; (b) Master’s Degree: 31%; (c) Bachelor’s Degree: 27%; (d) Associate’s Degree: 2.3%; (e) Some College But No Degree: 4.5%; (f) High School Diploma: 3.8%; (g) Some High School: 0.75%. DISCUSSION/SIGNIFICANCE OF IMPACT: The Massive Open Online Course (MOOC) platform offers new, exciting opportunities for CTSA institutions to create courses and trainings that are accessible by learners all over the world. This greatly expands the educational reach that the CTSA education programs can have, moving beyond hub-focused or consortium-focused education to a much broader audience. The expansion of educational reach can promote increased visibility of the CTSA program, encourage collaborations amongst researchers at different institutions, and also inform the public about clinical and translational science, potentially fostering advancement opportunities.
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Gamez Vargas, Juanita. „Creating a New University-Based Community College Leadership Program“. Community College Journal of Research and Practice 37, Nr. 6 (08.04.2013): 478–89. http://dx.doi.org/10.1080/10668921003609459.
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Tamir, Orit. „Students' Culture at a University where Most Students are Ethnic Minorities“. Practicing Anthropology 39, Nr. 2 (01.03.2017): 52–55. http://dx.doi.org/10.17730/0888-4552.39.2.52.
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Going to college is a major rite of passage in the United States. For many of New Mexico Highlands University (Highlands) students, going to college marks another watershed: they are first in their families to go to college. This paper describes students' culture at Highlands—a university where (ethnic) minorities form the majority of the student population. Using ethnographic data collected by and analyzed in collaboration with my students, the paper describes students' views of college life and culture at Highlands.
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Cleary, Lynn M., und David C. Turner. „State University of New York Upstate Medical University College of Medicine“. Academic Medicine 85 (September 2010): S398—S406. http://dx.doi.org/10.1097/acm.0b013e3181ea28d2.
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Brangman, Sharon A., Jeanne E. Bishop, Sara Jo Grethlein und Lynn M. Cleary. „State University of New York Upstate Medical University College of Medicine“. Academic Medicine 79, Supplement (Juli 2004): S135—S140. http://dx.doi.org/10.1097/00001888-200407001-00031.
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Espey, E., M. Barlow, A. Blea, T. Ogburn, R. Singh und L. Leeman. „Sexuality education in New Mexico: a survey of first-year college undergraduates“. Contraception 86, Nr. 3 (September 2012): 324. http://dx.doi.org/10.1016/j.contraception.2012.05.144.
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Dennison, John D. „The University-College Idea: A Critical Analysis“. Canadian Journal of Higher Education 22, Nr. 1 (30.04.1992): 109–24. http://dx.doi.org/10.47678/cjhe.v22i1.183124.
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Following the recommendations of a committee on access to postsecondary education in British Columbia, a new institution, the university-college, was established in three locations in the province. This study is an analysis of the university-college idea. The results indicate that, while the university-college has produced many beneficial results, it has also created a number of difficult issues. These issues include the survival of the comprehensive college curriculum, governance, expectations of faculty performance and the missions of the university-college itself. Each issue is discussed in this paper.
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Espinosa, Angela Cecilia. „Teaching U.S.–Mexico Relations to Dreamers in the Time of COVID-19“. Radical Teacher 120 (18.08.2021): 6–13. http://dx.doi.org/10.5195/rt.2021.919.
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This article reflects upon the shared experience of learning and teaching among a community of Dreamers at San Jose State University in fall 2020. The triple whammy of the COVID-19 pandemic, the murder of George Floyd, and the 2020 presidential election created a semester like no other for college students. Our class acquired a deeper understanding of the historical and political events that brought us to the United States as inhabitants of the California borderlands as we watched the events of 2020 unfold.
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Gerber, Larry G. „College and University Government: Adelphi University (New York): A Special Report from Committee T“. Academe 83, Nr. 3 (1997): 69. http://dx.doi.org/10.2307/40251098.
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Contreras, Frances. „Examining College Readiness among Latinx and Native American Students: Education as a Civil Right in the case of Martínez v. State of New Mexico“. Association of Mexican American Educators Journal 13, Nr. 3 (18.12.2019): 97. http://dx.doi.org/10.24974/amae.13.3.454.
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This article examines college readiness indicators among Latina/o/x student and Native American students in New Mexico public schools. This analysis, used in the successful Martínez v. New Mexico (2018) case, highlights the disparate levels of access to curricular resources across 15 school districts in New Mexico. Utilizing secondary data from several sources, a story of uneven access and inequity in New Mexico’s in public schools is conveyed.
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Tapia-Fonllem, César, Blanca Fraijo-Sing, Víctor Corral-Verdugo und Anais Ortiz Valdez. „Education for Sustainable Development in Higher Education Institutions“. SAGE Open 7, Nr. 1 (Januar 2017): 215824401667629. http://dx.doi.org/10.1177/2158244016676295.
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The role that higher education plays in the promotion of sustainable development outstands in the declarations on Education for Sustainable Development (ESD), besides being a research priority in higher education. However, few studies exist that evaluate sustainable lifestyles among university students. The aim of this study was to analyze the mission and vision, processes and actions undertaken to promote sustainability in higher education institutions, and to compare the pro-sustainability orientation (PSO) reported by 360 students coursing first or last semesters at college. The study was intended to evaluate the influence that four higher education institutions in Sonora, Mexico, have on students’ PSO. Results of the study indicate that a coherent PSO factor emerges from the interrelations among pro-environmental dispositional and behavioral variables reported by students. However, university programs and actions do not produce statistically significant differences between freshmen and senior students. Possible reasons explaining the lack of positive influence of those universities on students’ PSO are discussed.
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Hall, Kaitlyn. „Loyola University New Orleans College of Law: A History“. Journal of Curriculum Studies Research 4, Nr. 1 (18.02.2022): 76–78. http://dx.doi.org/10.46303/jcsr.2022.7.
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Maria Isabel Medina's chronicle of Loyola University New Orleans College of Law examines the prominent Jesuit institution across its hundred-year history, from its founding in 1914 through the first decade of the twenty-first century. With a mission to make the legal profession attainable to Catholics, and other working-class persons, Loyola's law school endured the hardships of two world wars, the Great Depression, the tumult of the civil rights era, and the aftermath of Hurricane Katrina to emerge as a leader in legal education in the state.Exploring the history of the college within a larger examination of the legal profession in New Orleans and throughout Louisiana, Medina provides details on Loyola's practical and egalitarian approach to education. As a result of the school's principled focus, Loyola was the first law school in the state to offer a law school clinic, develop a comprehensive program of legal-skills training, and to voluntarily integrate African Americans into the student body.The transformative milestones of Loyola University New Orleans College of Law parallel pivotal points in the history of the Crescent City, demonstrating how local culture and environment can contribute to the longevity of an academic institution and making Loyola University New Orleans College of Law a valuable contribution to the study of legal education.
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Su, Linghong. „The Importance of College Guidance and Choosing Schools and Majors under China's New College Entrance Examination Policy“. Transactions on Social Science, Education and Humanities Research 5 (01.04.2024): 138–42. http://dx.doi.org/10.62051/8bfgd992.
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Under the reform policy of the New College Entrance Examination (NCE), students' choices are increased and at the same time, their ability to make choices is also challenged. Under the plurality of the system of higher education, whether the parents' education and social status will affect the news that students get and thus the choice of higher education. Nowadays, the number of research in China is relatively small, and most of the research vision is oriented to university education, with insufficient attention paid to the level of high school education. The systematic research related to it is almost in a blank condition, and the practical projects generally lack large-scale popularization, and the problems exposed in the interface between high school education and university education are numerous. There is very little cooperation between them, which is relatively neglected at the levels of school, society and family. Schools, society, families and other levels have been neglected. This paper will explore the reform of college guidance under the new college entrance examination policy, its impact and suggestions. High school education should be closely related to university education. In the face of the gap in information about university education, it is important for schools to improve the number and quality of teachers. The government should increase regulation of paid college counseling and shut down poor-quality counseling agencies.
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Zhai, Qiang. „The New Era College Education Reform and Development Trend of Exploration“. Advanced Materials Research 1044-1045 (Oktober 2014): 1680–83. http://dx.doi.org/10.4028/www.scientific.net/amr.1044-1045.1680.
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through in-depth study of the party central committee in the eighteenth big meeting university education reform strategy policy, this paper from our university education reform to the actual development present situation, this paper has analyzed our country university education reform facing some of the major problems, and at the same time, in the light of these problems, puts forward some corresponding countermeasures.
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Babaev, Doolotbai, Bolotbek Shatmanaliev und Nazik Amanova. „ABOUT THE COLLEGE OF INTERNATIONAL KUWAIT UNIVERSITY“. Alatoo Academic Studies 2021, Nr. 4 (30.12.2021): 17–24. http://dx.doi.org/10.17015/aas.2021.214.02.
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With the advent of the market economy, secondary vocational education was initially perceived negatively by society. Those school graduates who could not enter higher educational institutions were forced to enter here. In order for education and professionalism to be up to date, this industry was forced to renew itself. The transformation of parts of secondary vocational education in Kyrgyzstan into colleges has created new opportunities for school graduates. Currently, many higher educational institutions have their own departments of secondary vocational education, colleges. The Department of Secondary Professional Education of the International Kuwait University was organized on the basis of the decision of the Academic Council dated November 30, 2016.
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Muula, Adamson S. „The Kamuzu University of Health Sciences: a “semi” new university is born in Malawi“. Malawi Medical Journal 33, Nr. 2 (30.06.2021): 71–72. http://dx.doi.org/10.4314/mmj.v33i2.1.
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Community Health Workers (CHWs) have been identified On 4th May 2021, a new university, the Kamuzu University of Health Sciences (KUHeS) started its operations in Malawi following the notice of its commencement by the Ministry of Education. The (semi) new university emerged from the amalgamation of two (former) constituent colleges of the University of Malawi (UNIMA), i.e. the Kamuzu College of Nursing (KCN) and the College of Medicine (CoM).
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Schmidt Jr., Benno C. „Transforming Community College Education at The City University of New York“. International Journal of Educational Leadership and Management 1, Nr. 1 (16.07.2013): 99–129. http://dx.doi.org/10.4471/ijelm.2013.04.
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The City University of New York (CUNY) developed and implemented two evidence-based, educational initiatives at its community colleges. Accelerated Study in Associate Programs (ASAP), on six campuses, helped 55 percent of students who enter with one or two developmental needs earn an associate degree within three years. This compares with 20 percent for non-ASAP students who needed remediation. An external random assignment study by MDRC found that ASAP increased credits earned, completion of developmental coursework, and first-to-second semester retention. An independent study out of Columbia University Teachers College estimated that despite higher initial expenses, ASAP’s higher graduation rate costs the university $6,500 less per three-year graduate. The second innovation, CUNY’s New Community College (NCC), opened with 300 students in Fall 2012. It offers A.A. and A.S. degrees for transfer to baccalaureate programs, plus occupational A.A.S. degrees. Using a curriculum organized around problem-solving for New York City’s future, it integrates developmental and credit coursework, field experiences, and classroom learning in a structured and supportive environment. Other components include full-time study in the first year, limited majors, and a multidisciplinary faculty-staff instructional team. Early results include a 92 percent first-to-second-semester retention rate for Spring 2013.
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Uy, Phitsamay S., Sue J. Kim und Chrisna Khuon. „College and Career Readiness of Southeast Asian American College Students in New England“. Journal of College Student Retention: Research, Theory & Practice 20, Nr. 4 (07.12.2016): 414–36. http://dx.doi.org/10.1177/1521025116678852.
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This study discusses the college and career readiness among full-time Southeast Asian American college students in a 4-year public university in New England. Our study consisted of surveys ( n = 58) and focus groups ( n = 35), of second-generation (born in the United States) or 1.5-generation (immigrated as a youth) college students. While our participants were fairly strong academically, they still struggled to navigate college and many did not feel prepared for careers. We found some variability by majors in the correlation of academic major and career preparedness, and our findings also suggest that Southeast Asian American students shared a number of concerns, such as lack of finances, inconsistent academic advising, and need for more career preparation. Nevertheless, across this heterogeneity, students agreed that peer mentors and effective faculty mentors are invaluable resources and that more such mentors and programs are needed.
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MLADENOVIC, JEANETTE. „State University of New York (SUNY) Downstate College of Medicine“. Academic Medicine 75, Supplement (September 2000): S256—S258. http://dx.doi.org/10.1097/00001888-200009001-00074.
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Hurt, Myra M., und J. Ocie Harris. „Founding a New College of Medicine at Florida State University“. Academic Medicine 80, Nr. 11 (November 2005): 973–79. http://dx.doi.org/10.1097/00001888-200511000-00002.
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