Academic literature on the topic 'Canberra Teaching Resources Centre'
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Journal articles on the topic "Canberra Teaching Resources Centre"
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Andrews, Peter. "Teaching, Learning and Technology in Special Needs Classrooms: A National Information Statement by Peter Pryce-Davies, Technology Consultant Special Education Technology Resource Centre, Queensland Published by Commonwealth Schools Commission, Canberra, 1987." Australasian Journal of Special Education 12, no. 1 (May 1988): 45. http://dx.doi.org/10.1017/s1030011200024167.
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Wharton, Sue. "Centre for Applied Linguistics at the University of Warwick." Language Teaching 41, no. 4 (October 2008): 581–86. http://dx.doi.org/10.1017/s0261444808005260.
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The Centre for Applied Linguistics was established in 1983 and has grown from a relatively small teaching unit to a large centre engaged in a wide variety of activities under the broad heading of Applied Linguistics. Our work includes English language teaching, teacher education, undergraduate and postgraduate teaching in applied linguistics, development of teaching and research resources, and small- and large-scale research.
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Sidgreaves, Ivan, John Priestley, and Ray Winders. "Supporting Changing Patterns of Teaching and Learning: Plymouth Polytechnic Learning Resources Centre." PLET: Programmed Learning & Educational Technology 24, no. 1 (February 1987): 7–16. http://dx.doi.org/10.1080/0033039870240102.
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Durst, Lianne. "The Centre for Minimal Access Surgery—teaching for tomorrow." Journal of Telemedicine and Telecare 6, no. 2_suppl (August 2000): 14–15. http://dx.doi.org/10.1258/1357633001935798.
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The Centre for Minimal Access Surgery (CMAS) was established as a state-of-the-art multidisciplinary technological education and research centre for minimal access surgical techniques. Up-to-date training models were obtained to facilitate skill acquisition. Among these were the Minimal Access Therapy trainer and the Body Form Simulator, which provide simulations of the human form on which students can practise operative procedures. The CMAS also acquired the MIST Virtual Reality system, a computer program that facilitates the acquisition of laparoscopy skills. Finally, the CMAS compiled a multimedia library of resources. While many skills can be gained in these synthetic and didactic environments, they cannot provide all the preparation necessary to practise competently. To facilitate the realtime observation of surgical procedures and the telementoring process, the CMAS has commissioned the development of an integrated videoconferencing system that permits the high-quality, rapid transfer of multi-feed video and audio data of surgical procedures from an operating room to the classroom.
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Schaffner, Sabina. "The language centre as a laboratory for innovation." Language Learning in Higher Education 10, no. 2 (December 1, 2020): 317–25. http://dx.doi.org/10.1515/cercles-2020-2022.
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Abstract This paper discusses the potential of language centres in higher education as laboratories for innovation. Despite their hybrid character as central service providers that are also defined by their teaching, their positioning at the academic periphery, and the lack of a mandate to do academic research, language centres still have an obligation to conduct research as a means of promoting innovation. The design-based research (DBR) approach in learning and teaching, in which teaching stakeholders examine learning processes in real situation, offers a suitable opportunity for language centres to overcome the restrictions placed upon them. DBR can be done using existing resources and the innovation potential of a language centre’s teaching staff. The leadership and management of the language centre must be made responsible for providing and/or enabling the necessary structural, material, and cultural conditions for such research. This paper discusses the DBR approach at language centres in higher education and its impact on leadership. It then gives two examples of the successful implementation of DBR at the Language Center of UZH and ETH Zurich.
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Sanchez, Hugo Santiago. "Research at the Centre for Applied Linguistics, University of Warwick, UK." Language Teaching 45, no. 3 (June 15, 2012): 399–400. http://dx.doi.org/10.1017/s0261444812000092.
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Established in 1983, the Centre for Applied Linguistics (CAL) at the University of Warwick is committed to a wide range of teaching, research and consultancy activities which focus on language use, language analysis, language learning and language teaching. It is also engaged in the development of multimedia, teaching and research materials and in a number of joint projects with national and international institutions. Its activities are supported by a variety of resources: staff and student expertise, facilities, equipment and materials including collections such as the British Academic Spoken English (BASE) and the British Academic Written English (BAWE) and the Warwick ELT Archive.
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White, Antoinette, and Sue Walker. "Enhancing Social–emotional Development through Evidence-based Resources." Australasian Journal of Early Childhood 43, no. 4 (December 2018): 4–12. http://dx.doi.org/10.23965/ajec.43.4.01.
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SOCIAL–EMOTIONAL LEARNING (SEL) programs have demonstrated positive outcomes with universal audiences in several categories. Studies show that teachers are competent at administering such programs, yet there is limited research on educators’ ability to create an effective teaching program that meets SEL educational outcomes. This study explored early childhood educators’ use of an SEL resource and its effect on children's social–emotional development. Paired sample t tests explored changes to development over an eight-week period, between an intervention (n = 15) and control centre (n = 17). Checklists and journal entries provided insight into the educators’ teaching program and related activities. Findings suggest early childhood educators are capable of designing a teaching program targeting SEL instruction, using evidence-based practices. Results indicate that the resource had a significant effect on children's social–emotional development, particularly in targeted areas. These findings may assist early childhood educators in their planning, documentation and assessment of SEL outcomes, and may contribute to the literature on SEL in universal education settings.
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Muñoz Contreras, María Elena. "Sheelagh Millar. The biosocial survey in Hong Kong. Canberra : Unesco/Unep, Centre for Resources and Environmental Studies : The Australian National University, 1979. 517 p." Estudios Demográficos y Urbanos 2, no. 3 (September 1, 1987): 574. http://dx.doi.org/10.24201/edu.v2i3.655.
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Brine, Alan. "Funding of development projects by Learning and Teaching Support Network - Centre for Information and Computer Sciences2." Library and Information Research 25, no. 81 (August 12, 2009): 12–16. http://dx.doi.org/10.29173/lirg124.
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The Learning and Teaching Support Network was established at the beginning of the year 2000 by the higher education funding bodies. It is intended to provide an integrated network of subject centres to enhance learning and teaching activity in UK higher education. The subject centre responsible for Information and Computer Sciences is responsible for promoting quality information, resources and expertise in computing and library and information science. The LTSN - ICS is addressing its strategic aims by creating networks and establishing contacts within the discipline. The Centre has made available a development fund to support small academic projects in teaching and learning from both information and computer sciences. The successful projects are described here, as is the detailed refereeing process that was undertaken to determine the final destination for the development fund money.
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Fitriani, Suci, and Febria Sri Artika. "International Students’ Vocabulary Learning Strategies at the English Language Intensive Course for Overseas Students’ Program." Jurnal Educative: Journal of Educational Studies 5, no. 2 (December 31, 2020): 136. http://dx.doi.org/10.30983/educative.v5i2.3518.
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<p style="text-align: justify;">The purpose of this research is to investigate the Vocabulary Learning Strategies (VLS) employed by international students who are studying English as a second language at the English Language Intensive Course for Overseas Students Program (ELICOS) of the University of Canberra College English Language Centre (UCCELC) in Australia. A qualitative design was used to gather information from six international students from different countries including Indonesia, China, Philippine, and Japan by using interviews. The results from the interview were then analyzed and presented by using the qualitative research procedures including coding, grouping, argument construction, and drafting. The finding of this research revealed that students at the ELICOS program employ various VLS including cognitive, metacognitive, memory, and social strategies. Cognitive strategies are identified as the most popular strategies used by the students, followed by metacognitive and memory strategies respectively and social strategies are recognized as the least popular. These findings have important implications in improving the quality of language teaching and learning process and enriching the research repertoire in the field of VLS.</p><p> </p><p style="text-align: justify;"><em>Penelitian ini bertujuan untuk mengetahui strategi pembelajaran kosa kata yang digunakan oleh mahasiswa internasional yang sedang mempelajari bahasa Inggris sebagai bahasa kedua di English Language Intensive Course for Foreign Students Program (ELICOS) di University of Canberra College English Language Centre (UCCELC) di Australia. Desain kualitatif digunakan untuk mengumpulkan informasi kepada enam siswa internasional dari berbagai negara termasuk Indonesia, Cina, Filipina, dan Jepang dengan menggunakan wawancara. Hasil wawancara kemudian dianalisis dan disajikan dengan menggunakan prosedur penelitian kualitatif meliputi pengkodean, pengelompokan, penyusunan argumen dan penyusunan. Temuan penelitian ini mengungkapkan bahwa siswa pada program ELICOS menerapkan berbagai strategi pembelajaran kosakata termasuk strategi kognitif, metakognitif, memori dan sosial. Strategi kognitif diidentifikasi sebagai strategi paling populer diikuti oleh strategi metakognitif dan memori masing-masing dan strategi sosial diakui sebagai yang paling tidak populer. Temuan ini memiliki implikasi penting dalam meningkatkan kualitas proses belajar mengajar bahasa dan memperkaya khasanah penelitian di bidang strategi pembelajaran kosa kata. </em></p>
Dissertations / Theses on the topic "Canberra Teaching Resources Centre"
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Shongwe, Doctor B. "Environmental education offered by Delta Environmental Centre : an evaluation case study of a programme in environmental education." Thesis, 2012. http://hdl.handle.net/10210/7300.
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D.Ed.This research project lasting from 1994-1996 is a comprehensive description and evaluation of the environmental education programme offered at Delta Environmental Centre. It is an evaluative case study of a progamme in environmental education. The principal aim of the project was to evaluate the environmental education programme offered by Delta. This was achieved through a comprehensive description and documentation of the various features/aspects of the programme. Because the research is based upon the Fourth Generation Evaluation approach (Guba & Lincoln 1989:50/252), the views, claims, concerns of the Delta Environmental Education Officers and other significant stakeholders form the major part of the research. Through interviews, factors influencing the programme and some aspects of the Centre were elicited by the research process. Both the Environmental Education Officers and the other stakeholders (Sponsors, the Honorary President and founder of the Centre, the Chairman, the former Chief Executive of Delta and the former Chief Educationalist) made important and valid recommendations which, if taken serious by the management of the Centre, will influence the future direction of the Centre. From the available documents such as internal educational reports, newsletters, magazines and pamphlets, together with the interviews conducted, the history and development of the Centre and its environmental education activities was revealed. The Centre has changed over the years and the changes are reflected on the many mission statements the Centre has produced. These are reviewed on an ongoing basis to keep up with changes in environmental education. This has led to very successful educational activities reflected in the methods employed by the Officers and the content of the programme. The methodology is central to the teaching and learning at the Centre. It emerged from the interviews, that the instructional strategies are varied and geared to different age levels and backgrounds of the groups. Creative teaching methods such as dramatisation, games and role play (Shongwe 1992b:44) are used very effectively at the Centre. In addition to such methods is observation, self-discovery, hands-on activities and experiential learning where pupils are given the opportunity to experience and encounter natural features of Delta Park. The pupils visiting the Centre bring along certain experiences, needs and expectations that should be recognised by the Environmental Education Officers if effective teaching and learning is to be achieved. The pupils, through a questionnaire, articulate these and this is one area that needs further investigation and formal research. The role of the Centre was explained, priorities were set and recommendations for improvement were made by both the Environmental Education Officers and the other stakeholders. It is recommended that the Centre should go beyond the teaching foundations of ecology to issues that are more relevent to the day to day living of people. The programme should incorporate more problem solving skills that will assist the pupils to solve real problems back at home. Teachers should be exposed to environmental management techniques which might be translated into the promotion of environmental values and ethics as part of the day to day running of schools. Techniques such as how to draw and implement an Environmental Management System (EMS), an Environmental Impact Assessment (EIA) and to conducts environmental audits at school be promoted. The programme has changed over the years for the better. Among other factors, the working conditions, the personality of the Officers and their outonomy, are the main contributing factors influencing the effectiveness of the Centre and its environmental education programme. These are unique findings as there is no evidence from literature that this has ever been articulated. The research confirms the relevance of qualitative research and the use of the case study approach as most appropriate for research in environmental education. Fourth Generation Evaluation is also most suitable for an evaluation of an environmental education programme. Finally, the research recognises the contributions by the Centre towards the development of environmental education in this country on non-formal basis and argues for a balance between this approach and formal education. The research concludes that the environmental education programme at Delta is effective and based upon sound environmental and educational principles. High and strong commendations to the staff and the management of the Centre. The Centre is one of the most important and well suited establishment to facilitate the incorporation of environmental education in the formal curriculum.
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Bilankulu, Hasani Justice. "An exploration of the teaching practices of education officers at a science centre in Pretoria, Gauteng Province." Diss., 2018. http://hdl.handle.net/10500/26864.
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Abstract in English, Tswana and XitsongaEducation officers based at science centres and museums play a significant role in teaching the visiting learners science. However, little is known about their teaching practices at these centres. The purpose of this study was to investigate the teaching practices of education officers when teaching science in a science centre environment. The focus of this study was on the education officers’ knowledge and instructional strategies used in teaching science at a science centre in Pretoria, Gauteng province. A qualitative case study approach was used. Data was collected from the three participating education officers using semi-structured interviews and observations. Data was analysed separately from each case using education officers’ knowledge framework guidance. The findings from this study indicate that although education officers have shown an adequate content knowledge in teaching science at the science centre their teaching method was teacher-centred and non-interactive and show-and-tell strategies were more common amongst the education officers. The study also revealed that education officers did not use their resources/exhibits effectively in teaching science. It is recommended in this study that intensive training of education officers is required before they can interact with the visiting learners.
Baokamedi ba thuto ba kwa mafelong a maranyane le dimusiamo ba tshameka karolo e e botlhokwa mo go ruteng barutwana ba ba etileng dithuto tsa maranyane. Mme goitsiwe go le gonnye ka mekgwa e ba e dirisang kwa mafelong a. Morero wa thuto e ne e le go tlhatlhoba mekgwa ya baokamedi ba thuto fa ba ruta dithuto tsa maranyane mo tikologong ya lefelo la maranyane. Ntlhakgolo ya thuto e e ne e lebile kitso le mekgwa e e dirisiwang mo go ruteng maranyane mo lefelong la maranyane kwa Pretoria, porofensing ya Gauteng. Mokgwa wa boleng ba kgetsi thuta o dirisitswe. Tshedimosetso e tserwe mo baokameding ba thuto ba bararo ba ba neng ba tsere karolo ka mokgwa wa dipotsolotso tsa seka-kago le tebelelo. Tshedimosetso e tlhatlhobilwe kgetsi le kgetsi go dirisiwa kgakololo ya lenaneo la kitso ya baokamedi ba thuto. Dipitlhelelo tsa thuto e di supa gore le ga baokamedi ba thuto ba bontsha kitso e e lekaneng mo go ruteng maranyane kwa lefelong la dithuto tsa maranyane mekgwa ya bone ya go ruta e ne e lebagane bone gape e sena kamano mo go dimo ga moo mekgwa ya go buwa le go bontsha e ne e le tlwaelo gareng ga baokamedi ba thuto. Thuto e bontshitse gape gore baokamedi ba thuto ba ne ba sa dirisi didiriswa ka natlafalo mo go ruteng maranyane. Kgakololo go tswa mo thutong eno ke gore baokamedi ba thuto ba tlhoka katiso e e utlwalang pele ba ka kopana le baithuti ba ba etang.
Vadyondzisi lava kumekaka eka ndhawu ya science na museum va tlanga xiphemu xa nkoka swinene eku dyondziseni ka vadyondzi lava va endzelaka ndhawu leyi. Hambi swiri tano, i swi ntsongo leswi tivekaka hi madyondziselo ya science eka ndhawu leyi. Xikongomelo nkulu xa dyondzo leyi akuri ku lavisisa tindlela ta madyondziselo ya vadyondzisi loko va dyondzisa tidyondzo ta science endhawini leyi ya tidyondzo science. Dyondzo leyi ayi kongomisiwile eka vutivi na tindlela leti vadyondzisi va letelaka ha kona vadyondzi edhawini leyi ya science ePitori, eka Xifundzha nkulu xa Gauteng. Maendlelo ya qualitative case study ya tirhisiwile eka vulavisisi lebyi. Vuxokoxoko byi hlengeletiwile ku sukela eka vadyodzisi vanharhu va science hi ndlela ya mbulavurisano na vulangutisisi bya vukheta swinene. Vuxokoxoko lebyi byi hleriwile hi ku hambana hambana hi kuya hi vutivi bya vadyondzisi lava vanharhu. Hambi leswi vadyondzisi lava va nga kombisa vutivi byo ringanela no twisisa tidyondzo ta science eka ndhawu leyi, swi kumekile leswaku madyodziselo ya vona aya pfumeleli vadyondzi ku va teka xiphemu eku tirhiseni ka swikombiso na switirhisiwa swo pfuneta ku twisisa tidyondyo ta science. Vadyondzisi a va tirhisa ndlela yo vulavula no komba switithisiwa na swikombiso swo pfuneta tidyondzo leti ehandle ko pfumelela vana ku tirhisa swilo leswi swa science. Ku yisa emahlweni, swi kumekile leswaku vadyondzisi a va tirhisi switirhisiwa kumbe swikombiso swo va pfuneta eka dyondzo ya science hi ku hetiseka. Hi ku landzelela dyondzo leyi, ku tsundzuxiwa leswaku vadyondzisi va kuma dyondzo yo enta no enela ku suka eka va vutivi byo antswa va nga si nyikiwa mpfumelelo wo dyondzisa vana tidyondzo ta science.
Science and Technology Education
M. Ed. (Specialisation in Natural Science Education)
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Kučerová, Jana. "Vyhodnocení ekologické výchovy Ekocentra ve Vlašimi." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-349390.
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The main topic of this thesis is the CUNC basic organization unit and Podblanické Ecocentre CUNC in Vlašim. The first part of the thesis presents the Czech Union for Nature Conservation (CUNC) followed by an overview of its Environmental Centres. The next section contains a summary of all the activities carried out by the CUNC basic organization unit and Podblanické Ecocentre CUNC in Vlašim from their establishment to the present and recapitulates the formation of these organisations themselves. The thesis also covers a characteristic of all the one-day as well as residential teaching programmes for secondary schools, technical schools and grammar schools carried out by the Ecocentre. The greatest emphasis is laid on four selected one-day teaching programmes, for which a research was conducted by using a questionnaire method. Its aim was to determine the influence on pupils and students of the educational programmes from secondary schools, technical schools and grammar schools.
Books on the topic "Canberra Teaching Resources Centre"
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Procter, Margaret. Inventory of resources for teaching writing in the disciplines. [Toronto: s.n., 1993.
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Beynon, June. Multicultural curriculum resources: A guide to the V.S.B. collection K-6. Vancouver, BC: Program Services, Vancouver School Board, 1990.
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Wanchinga, D. M. The policy framework, objectives, and strategies for SACCAR's role in the development of human resources for agriculture and natural resources in SADCC: An overview. Gaborone, Botswana: Southern African Centre for Cooperation in Agricultural Research, 1991.
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Centre, Development Educational. Values, Cultures and Kids: Approaches and Resources for Teaching Child Development and about the Family (Dev ed Centre Bham). 2nd ed. Trans-Atlantic Publications, 1989.
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Atkinson, Martin E. Anatomy for Dental Students. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199234462.001.0001.
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Anatomy for Dental Students, Fourth Edition, demonstrates and explains all the anatomy needed for a modern dentistry undergraduate course. This text covers developmental anatomy, the thorax, the central nervous system, and the head and neck with an emphasis on the practical application of anatomical knowledge. This new edition has been extensively revised and updated in line with contemporary teaching and dental practice. Over 300 new full color diagrams map all the anatomical regions that dental students need to know, while the lively and accesible text guides the reader's learning. Throughout Clinical Application Boxes demonstrate how the form and function of anatomy have consequences for clinical practice. Sidelines boxes contain additional descriptions for key anatomical structures. This text is supported by an Online Resource Centre with multiple choice questions, drag and drop figure exercises, and links to key resources to help readers to consolidate and extend their knowledge of anatomy. Anatomy for Dental Students brings together anatomical structure, function, and their relationship to clinical practice, making it ideal for dental students.
Book chapters on the topic "Canberra Teaching Resources Centre"
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Tilakaratna, Namala Lakshmi, Mark Brooke, Laetitia Monbec, Siew Tiang Lau, Vivien Xi Wu, and Yah Shih Chan. "Insights Into an Interdisciplinary Project on Critical Reflection in Nursing." In Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL), 303–27. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2212-7.ch016.
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The chapter provides a description of the first stage of an SoTL project consisting of an interdisciplinary research collaboration between nursing disciplinary experts from the Alice Lee Centre for Nursing Studies (ALCNS) and academic literacy experts from the Centre for English Language Communication (CELC) at the National University of Singapore (NUS). This stage includes the creation of appropriate lesson material for teaching critical reflection drawing on Focus Group Discussions (FGDs) with nursing lecturers and the use of ‘model' reflective writing texts from high-scoring students in past cohorts analysed using Systemic Functional linguistic frameworks such as genre pedagogy, appraisal, The Legitimation Code Theory tool of semantic waves. The intervention was designed to improve the highly valued skill of ‘critical reflection' in nursing undergraduate clinical modules drawing on the use of rigorous theoretical frameworks that make visible salient linguistics resources and knowledge practices drawing on SFL and LCT.
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Ololube, Nwachukwu Prince, Kennedy E. Umunadi, and Peter James Kpolovie. "Barriers to Blended Teaching and Learning in Sub-Saharan Africa." In Advancing Technology and Educational Development through Blended Learning in Emerging Economies, 232–47. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4574-5.ch013.
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This chapter explains the need to better design blended teaching and learning curricula, the need to address infrastructural problems, and the need to organise programmes so that faculty and students can better plan for unanticipated and unintended situations that confront them in the teaching and learning processes. Improving the quality of education through the diversification of content and methods and promoting experimentation, innovation, the diffusion and sharing of information, and best practices are among UNESCO’s recent strategic objectives in education. Discussions in this chapter centre on (1) the contexts of blended teaching and learning, (2) the barriers to blended learning usage, integration, and diffusion, and (3) the need to consider policy outcomes when evaluating blended teaching and learning resources. This study uses a qualitative research method, as both document materials and observation were an essential part of this chapter. This study concludes that the great enthusiasm around blended teaching and learning in sub-Saharan Africa has been dampened by inadequacies in essential services and infrastructures, such as electricity and telecommunication services, and institutional, socio-cultural, and economic barriers. Nonetheless, the development of blended teaching and learning resources continues.
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Tilakaratna, Namala Lakshmi, Mark Brooke, Laetitia Monbec, Siew Tiang Lau, Vivien Xi Wu, and Yah Shih Chan. "Insights Into an Interdisciplinary Project on Critical Reflection in Nursing." In Research Anthology on Nursing Education and Overcoming Challenges in the Workplace, 1–25. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9161-1.ch001.
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The chapter provides a description of the first stage of an SoTL project consisting of an interdisciplinary research collaboration between nursing disciplinary experts from the Alice Lee Centre for Nursing Studies (ALCNS) and academic literacy experts from the Centre for English Language Communication (CELC) at the National University of Singapore (NUS). This stage includes the creation of appropriate lesson material for teaching critical reflection drawing on Focus Group Discussions (FGDs) with nursing lecturers and the use of ‘model' reflective writing texts from high-scoring students in past cohorts analysed using Systemic Functional linguistic frameworks such as genre pedagogy, appraisal, The Legitimation Code Theory tool of semantic waves. The intervention was designed to improve the highly valued skill of ‘critical reflection' in nursing undergraduate clinical modules drawing on the use of rigorous theoretical frameworks that make visible salient linguistics resources and knowledge practices drawing on SFL and LCT.
Conference papers on the topic "Canberra Teaching Resources Centre"
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Fernandes, Sandra Raquel Gonçalves, Paula Morais, Diana Mesquita, Marta Abelha, Sara Fernandes, and Ana Sílvia Albuquerque. "The Centre for Excellence in Teaching (CET) at Portucalense University: goals, strategies and expected outcomes." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8257.
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This paper presents part of the change process carried out at the Portucalense University (UPT), Portugal, aimed at promoting student centred teaching and learning. To attain this goal, the Centre for Excellence in Teaching (CET) was created to support academic staff in the achievement of this outcome. The objectives of the CET are to promote pedagogic training sessions for academic staff, to develop pedagogical resources and publications and to create a website for the dissemination of best practices and for the recognition of teaching quality at UPT. The preliminary results of the implementation of the activities developed by the CET reveal a positive participation and involvement of academic staff. Teachers showed interest in developing active learning strategies and openness to change their teaching practices. Some examples of the activities implemented by teachers, in the first semester of 2017/2018, are briefly presemted in this paper.
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Chawla, R., J. P. Ansermet, J. M. Cavedon, P. Hirt, W. Kro¨ger, H. M. Prasser, and M. Q. Tran. "The Swiss Master in Nuclear Engineering: A Collaboration Between Universities, Research Centre and Industry." In 18th International Conference on Nuclear Engineering. ASMEDC, 2010. http://dx.doi.org/10.1115/icone18-29218.
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The two national technical universities in Switzerland, viz. the Swiss Federal Institutes of Technology at Lausanne (EPFL) and at Zurich (ETHZ) have a rich and long tradition in nuclear education. Student research in nuclear engineering, particularly at the doctoral level, has usually been conducted in collaboration with the Paul Scherrer Institute (PSI) at Villigen, the national research centre where most of the country’s fission-related R&D is carried out. A significant part of this R&D is carried out in close collaboration with the Swiss Nuclear Utilities (swissnuclear). The four above, key national players in nuclear teaching and research in Switzerland — EPFL, ETHZ, PSI and swissnuclear — have recently pooled resources in implementing a new Master of Science degree in Nuclear Engineering (NE). The present paper describes the main features and experience acquired to date in the running of this, first-ever, common degree offered jointly by the two Swiss Federal Institutes of Technology. The program, although naturally addressing Switzerland’s needs, is clearly to be viewed in an international context, e.g. that of the Bologna Agreement. This is reflected in the composition of the first two batches, with about 70% of the students having obtained their Bachelor degrees from universities outside Switzerland. Starting September 2010, the curriculum of the EPFL-ETHZ NE Master will be upgraded, from its current 90 ECTS credit points (3 semesters) to a 120 ECTS (4 semesters) program. An overview is provided of the current 90-ECTS curriculum, as also a sketch of the changes foreseen in going to 120 ECTS.
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McHugh-Cole, Amy B., Gabrielle Sarah Russell-Mundine, and Rachael Freya Simons. "Cultural competence: a key component for training global citizens." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8083.
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As globalization continues to make cross-cultural interactions more of a reality, the need to develop the cultural competence of students and staff is imperative. The University of Sydney has included cultural competence in its 2016-20 strategic plan, necessitating the embedding of cultural competence across all functions of the University. The National Centre for Cultural Competence (NCCC) at The University of Sydney was created to lead the thinking on cultural competence, which includes creating teaching and learning resources to guide University students and staff on their cultural competence journey. In this paper, we discuss a cultural competence seminar developed and delivered by the NCCC to students participating in a broader program designed to educate and prepare them to be global citizens. We will examine the efficacy of our approach to cultural competence training with this particular cohort of students.