Books on the topic 'Thai university students'
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1
Suprapto, Sari Devi. Theses and dissertaions by Thai students at Cornell University: With a biographical sketch of Praya Prasad Dhatukaraya, Cornell's first Thai graduate. Ithaca, NY: Cornell University?, 1995?, 1995.
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2
Holdt, Susan Von. Exploring factors that influence student transition to university life. London: University of Surrey Roehampton, 2003.
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3
Anderson, Debra J. Teacher supervision that works: A guide for university supervisors. New York: Praeger, 1992.
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4
Reznik, Semen, and Irina Igoshina. Management. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1514558.
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The system of intensive introduction of junior students in the direction of "Management"is presented. The theoretical foundations of management and requirements for the main educational program for an enlarged group of training areas 38.00.00 "Economics and Management"are given.
The technologies of life activity that allow students to actively engage in the educational process and practical activities, get a job on the profile of training even during their studies at the university are considered. Special attention is paid to the formation of personal competitiveness and entrepreneurship of the student.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For junior students of higher educational institutions.
5
James Meredith: Warrior and the America that created him. Santa Barbara, California: Praeger, 2013.
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6
Jaworski, Barbara, Josef Rebenda, Reinhard Hochmuth, Stephanie Thomas, Michèle Artigue, Inés Gómez-Chacón, Sarah Khellaf, et al. Inquiry in University Mathematics Teaching and Learning. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.m210-9983-2021.
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The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students` own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of “modelling” in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals.
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Thānī, Mahāwitthayālai Rātchaphat ʻUdō̜n. Phrưttikam kānphachœ̄n panhā khō̜ng naksưksā Mahāwitthayālai Rātchaphat ʻUdō̜n Thānī =: Coping behavior of students in Udon Thani Rajabhat University. Udon Thani, Thailand]: Mahāwitthayālai Rātchaphat ʻUdō̜n Thānī, 2007.
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8
Bettin Lattes, Gianfranco, and Marco Bontempi, eds. Generazione Erasmus? Florence: Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-802-4.
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The Erasmus programme is one of the outstanding Community initiatives, even if it is spoken little of outside the world of the university. This book, one of the first devoted to the subject, analyses the virtuous effects that the programme has had on the university system, the geography of student flows, and the motivations and propositions of those who have taken part in it. The reports of the students indicate the Erasmus as a 'bubble of experience' and the book explores these inner experiences through a sociological approach, illustrating the vast potential in terms of the moulding of a 'homo novus Europaeus'. The data gathered prompt a reflection on the redefinition of the role of the student when he or she directly experiences the comparison with a context different and distant from that of origin, to which he or she is nevertheless destined to return. From this perspective, the Erasmus experience assumes the significance of a sort of temporary upheaval of status open to forms of 'experimentation of identity'.
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Berkel, Klaas, and Guus Termeer. The University of Groningen in the World. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789085551249.
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The University of Groningen has been an international university since its foundation in 1614. The first professors formed a rich international community, and many students came from outside the Netherlands, especially from areas now belonging to Germany. Internationalization, a popular slogan nowadays, is therefore nothing new, but its meaning has changed over time. How did the University of Groningen grow from a provincial institution established for religious reasons into a top-100 university with 36,000 students, of whom 25% come from abroad and almost half of the academic staff is of foreign descent? What is the identity of this four-century-old university that is still strongly anchored in the northern part of the Netherlands but that also has a mind that is open to the world? The history of the university, as told by Klaas van Berkel and Guus Termeer, ends with a short paragraph on the impact of the corona crisis.
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Bagnati, Gaia, Melania Cassan, and Alice Morelli. Le varietà del naturalismo. Venice: Edizioni Ca' Foscari, 2019. http://dx.doi.org/10.30687/978-88-6969-325-0.
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‘Naturalism’ is a category that applies to different philosophical perspectives sharing the idea that nature is the primary object of philosophical enquiry. However, the philosophical debate of the second half of the twentieth century, mainly within analytical philosophy, has led towards an identification of naturalism with the sole scientific naturalism. The volume contains the proceedings of a doctoral workshop, in which PhD students and professors of Ca’ Foscari University of Venice and Université Paris 1 Panthéon-Sorbonne critically discussed this tendency. The contributions present some versions of naturalism, from ancient to contemporary philosophy, with the aim of showing how a naturalistic approach, together with some notions it implies (i.e. nature, habits, disposition, behaviour), may constitute valid categories of interpretation of reality out of a scientist paradigm.
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Reznik, Semen, Zurab Mebaduri, and Elena Duhanina. Economy. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1020633.
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The textbook provides the basics of economic knowledge, as well as discusses technologies that allow junior students to actively participate in the educational process and practical activities, to get a prestigious job while still studying at the university. Special attention is paid to the effective use of their abilities and time, career management. For junior students of higher educational institutions studying in the areas of "Management", "Personnel Management" and "Economics".
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Karnaukh, Nadezhda. History of training University teachers in Russia in the XIX century. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/23364.
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The monograph attempts to use a retrospective analysis to find out the factors that influenced the formation of the system of training Russian teachers for Russian universities in the XIX century, to consider the stages passed by this system, to systematize the requirements for the professionalism of a Professor at a Russian University in different historical periods.
The book is addressed to high school teachers, graduate students, and undergraduates.
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Blinov, Aleksandr, Yuriy Rozhdestvenskiy, Yuriy Marchuk, and Sergey Romashko. Introduction to Linguistics. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1070194.
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The textbook is based on the lecture course "Fundamentals of Linguistics", taught at the Faculty of Philology of Lomonosov Moscow State University. The book introduces students to the system of concepts and terms used by any philological discipline. The purpose of the textbook is to provide theoretical training for students to learn languages and help them master languages practically. The text of the textbook introduces students to the range of problems that are further generalized in the courses "General Linguistics", "Theory of Language", "History of linguistic teachings".
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For students of philological faculties of higher educational institutions studying in the direction of training 45.03.01 "Philology" (bachelor's degree).
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Pornpibul, Nantavit. The role of writing in EFL students' learning from texts: A case study in a Thai university. $c2002, 2002.
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15
Chernyshenko, Olexander S., Kim-Yin Chan, Ringo Ho Moon-Ho, Marilyn Uy, and Emma Yoke Loo Sam. Entrepreneurial, Professional, and Leadership Career Aspiration Survey. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0007.
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This chapter describes a new measure of career aspirations designed to be relevant in today’s work contexts. The measure was initially implemented at Nanyang Technological University as a university-wide student survey to enable the university to understand the entrepreneurial motivation, efficacy, and intentions (collectively called “career aspirations”) of its students, relative to their professional and leadership career aspirations. What began as a survey to guide the university’s student development policy is evolving into a tool to provide students with career developmental feedback on their entrepreneurial, professional, and leadership career aspirations. This research indicates that such an approach may be increasingly relevant in a more boundaryless 21st century career context, which demands greater career adaptability over career maturity. This chapter also discusses how the assessment may be used as part of educational course/program evaluation in the university.
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Frank, David John, and John W. Meyer. The University and the Global Knowledge Society. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691202051.001.0001.
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The university is experiencing an unprecedented level of success today, as more universities in more countries educate more students in more fields. At the same time, the university has become central to a knowledge society based on the belief that everyone can, through higher education, access universal truths and apply them in the name of progress. This book traces the university's rise over the past hundred years to become the cultural linchpin of contemporary society, revealing how the so-called ivory tower has become profoundly interlinked with almost every area of human endeavor. The book describes how, as the university expanded, student and faculty bodies became larger, more diverse, and more empowered to turn knowledge into action. Their contributions to society underscored the public importance of scholarship, and as the cultural authority of universities grew they increased the scope of their research and teaching interests. As a result, the university has become the bedrock of today's information-based society, an institution that is now implicated in the solution to every conceivable problem. But, as the book also shows, the conditions that helped spur the university's recent ascendance are not immutable: eruptions of nationalism, authoritarianism, and illiberalism undercut the university's universalistic and rationalistic premises, and may threaten the centrality of the university itself.
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I remember that!: Campus life, the University of Georgia, 1959-1984. Morton Lane Press, 1987.
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18
Luescher-Mamashela, Thierry M. The University in Africa and Democratic Citizenship. African Minds, 2012. http://dx.doi.org/10.47622/9781920355678.
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Whether and how higher education in Africa contributes to democratisation beyond producing the professionals that are necessary for developing and sustaining a modern political system, remains an unresolved question. This report, then, represents an attempt to address the question of whether there are university specific mechanisms or pathways by which higher education contributes to the development of democratic attitudes and behaviours among students, and how these mechanisms operate and relate to politics both on and off campus. The research contained in this report shows that the potential of a university to act as training ground for democratic citizenship is best realised by supporting students' exercise of democratic leadership on campus. This, in turn, develops and fosters democratic leadership in civil society. Thus, the university's response to student political activity, student representation in university governance and other aspects of extra-curricular student life needs to be examined for ways in which African universities can instil and support democratic values and practices. Encouraging and facilitating student leadership in various forms of on-campus political activity and in a range of student organisations emerges as one of the most promising ways in which African universities can act as training grounds for democratic citizenship. The project on which this report is based forms part of a larger study on Higher Education and Democracy in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is coordinated by the Centre for Higher Education Transformation in South Africa.
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Moses, Nigel Roy. All that was left: Student struggle for mass student aid and the abolition of tuition fees in Ontario, 1946 to 1975. 1995.
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20
Pathania, Gaurav J. The University as a Site of Resistance. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199488414.001.0001.
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Since the 1960s, universities have ignited new discourse as free speech movements, LGBT, feminism movements in the West. Universities not only served as centers of learning but also promoted resistance through critical thinking. The recent wave of student resistance in India has brought the role of the university to the forefront. The University as a Site of Resistance analyses massive protests that emerged in the aftermath of Rohith Vemula’s death in Hyderabad Central University, as well as the Azadi Campaign started by Jawaharlal Nehru University students in Delhi in 2016. Taking Osmania University in Hyderabad as a case study, the book provides an ethnographic account of the emergence of one of India’s longest student movements— the movement for Telangana statehood. Since its inception in the 1960s to its culmination in the formation of Telangana state in 2014, students at Osmania University played a decisive role. The book discusses protest strategies, methods, and networks among students. It also examines the role played by various caste and sub-caste groups and civil society in making the movement a success. The author argues that contemporary identity-based student movements are primarily cultural movements. As the traditional caste and class analysis becomes redundant to explain such contemporary collective action, the book establishes these unique resistances as New Social Movements and claim that these movements contribute to the democratization of institutional spaces. In this context, the volume provides a conceptual debate on contemporary cultural politics among university students.
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Rose, Tilly. That Oxford Girl: A Real Student's Guide to Oxford University. Arcturus Publishing, 2019.
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22
Bross, Kristina. Little Else Than a Memory: Purdue Students Search for the Class Of 1904. Purdue University Press, 2014.
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Little Else Than a Memory: Purdue Students Search for the Class of 1904. Purdue University Press, 2014.
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24
Hutchinson, Kim Childers. FACTORS THAT PREDICT HEALTH-PROMOTING LIFESTYLE BEHAVIORS AMONG AFRICAN-AMERICAN UNIVERSITY STUDENTS. 1996.
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25
Gustafson, Devon. Minority student retention at Western Washington University: An examination of those factors that differentiate persisters from non-persisters. 1992.
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26
De Costa, Peter I., Wendy Li, and Jongbong Lee, eds. International Students' Multilingual Literacy Practices. Multilingual Matters, 2022. http://dx.doi.org/10.21832/decost5553.
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This book presents the results of research that focused on international students receiving writing instruction on a US university campus. It explores how the students developed their foreign-student identities and their own ways of grappling with the unique issues they encountered as they worked to improve their academic literacy skills.
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Fourie-Malherbe, Magda, ed. Creating Conditions for Student Success: Social justice perspectives from a South African university. African Sun Media, 2021. http://dx.doi.org/10.52779/9781991201430.
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The various chapters of this book have brilliantly provided perspectives on creating conditions for success in higher education from a wide variety of stakeholders within a university environment. The rich content comes from varying fields of study as well as academic development and student affairs directorates within the institution. This is what is exciting about the book. The diversity of focus in chapters makes the book relevant to anyone with interest in higher education matters. From the opening to the closing chapter, students are making a contribution on what the university has done or is doing for them to succeed or what it should consider doing to improve its service to students. This touches on every environment that students find themselves in a university setting, from residences, to the classroom to commuter or off-campus students. The book’s extended use of the capabilities approach and critical social theories has enabled it to provide nuances on not only the success of students, but, more importantly, about how the higher education environment can transform itself to practices relevant for the sector today. The various research studies in this book can benefit similar university contexts nationally and internationally.
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Baer, Ulrich. What Snowflakes Get Right. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190054199.001.0001.
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Angry debates about polarizing speakers have roiled college campuses. Conservatives accuse universities of muzzling unpopular opinions, betraying their values of open inquiry; students sympathetic to the Left advocate for some regulation of speech, asking for “safe spaces” and protection against visiting speakers and even curricula they feel disrespects them. Some even call these students “snowflakes”—too fragile to be exposed to opinions and ideas that challenge their worldviews. How might universities resolve these debates about free speech, which pit students’ welfare against the university’s commitment to free inquiry and open debate? This book provides a new way of looking at this dilemma. It explains how the current dichotomy is false and is not really about the feelings of offended students, or protecting an open marketplace of ideas. Rather, what is at stake is our democracy’s commitment to equality, and the university’s critical role as an arbiter of truth. The book shows how and why free speech forges an otherwise uneasy alliance of liberals and ultraconservatives, and why this First Amendment absolutism is untenable in law and society in general. The book draws on law, philosophy, and the author’s extensive experience as a university administrator to show that the lens of equality can resolve this impasse, and can allow the university to serve as a model for democracy that upholds both truth and equality as its founding principles.
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Don't tell me the Bible says that!: A university professor recounts his students' responses. D. Armstrong, 1995.
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Tuyls, Gary W. Identification of opinions that university bicyclists and pedestrians possess regarding their safety from a bicycle traffic-related injury on campus. 1986.
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Bross, Kristina. Little Else Than a Memory: Purdue Students Search for the Class Of 1904. Purdue University Press, 2014.
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32
Baggett, David William. Study of the University of Massachusetts at Amherst faculty's knowledge of disabilities, experience with educating students with disabilities, and attitudes that faculty possess towards students with disabilities. 1993.
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Earle, Rod, and James Mehigan, eds. Degrees of Freedom. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447353065.001.0001.
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Degrees of Freedom is the first book to examine The Open University’s pioneering work with people in prison. This unique book gives voice to prisoners and ex-prisoners whose lives have been transformed by education. The first five chapters offer analysis from OU academics on the history and contexts of OU prison education. The other nine chapters are from people with first-hand experience of studying with the OU in prison. These vivid personal testimonies are supplemented by nine shorter reflective vignettes that combine to demonstrate the diversity of interest and experience among OU students in prison. Published in December 2019 to coincide with the 50th anniversary of The Open University, this book is a valuable resource for students, scholars and anyone curious to know more about prisons, education and universities. Widely regarded as one of the world’s greatest educational innovations, The Open University has developed a powerful reputation for delivering education in prisons. In doing so it fulfils an important part of its mission to promote social justice. The Open University’s work in prisons gives form and substance to its founding declaration ‘to be open to people, ideas, methods and places’. The men and women who have built this reputation by undertaking their studies in uniquely challenging circumstances have rarely had the opportunity to tell their story. This book changes that by presenting their accounts of learning inside prisons with The Open University and the effects it has had on their lives beyond prison walls.
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Лов'янова, Ірина Василівна, and Дмитро Євгенович Бобилєв. Teaching Functional Analysis in a Pedagogical University: a Hands-on Course. In L. Kuba (A. Ed.). Budapest, Hungary: SCASPEE, 2018. http://dx.doi.org/10.31812/0564/2374.
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In the teaching-methodological complex15 16 certain specific problems related to the differences of scholastic (educational, theoretical) and computer mathematics are not worked out thoroughly, they require attention at the initial stage of the mathematical packages application. The number of tasks in the problem book16 showing the typical difficulties that students face when the computer responds in the form of a character expression that may contain special functions, faced by the student for the first time, is insufficient. Applied mathematical packages require a much more responsible attitude to working with data types (numbers, variables, expressions, functions) than it is customary in fast calculations on paper.
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College and University Curriculum: Developing and Cultivating Programs of Study that Enhance Student Learning. 2nd ed. Pearson Custom Publishing, 2002.
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Sullivan, John. The University. Edited by Frederick D. Aquino and Benjamin J. King. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198718284.013.27.
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What significance might John Henry Newman have for the university in the twenty-first century? This chapter focuses on four major contributions from Newman. First, he offers a picture of the task that should be at the heart of higher education, the cultivation of intellect. Second, he challenges the modern university to allow for and to facilitate the power of teachers to exercise a beneficent personal influence on their students. Third, at a time when there is a renewed salience of religion in the public domain, his advocacy of the role of religious faith in the university presents a stream of thinking that has to be constructively examined and weighed carefully, inviting neither automatic rejection nor acceptance. Finally, in the face of a range of pressures that threaten the ethos of the university, he provides a strongly counter-cultural source of ideals.
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Walkre, Melanie, Monica McLean, Mikateko Mathebula, and Patience Mukwambo. Low-Income Students, Human Development and Higher Education in South Africa: Opportunities, obstacles and outcomes. African Minds, 2022. http://dx.doi.org/10.47622/9781928502395.
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This book explores learning outcomes for low-income rural and township youth at five South African universities. The book is framed as a contribution to southern and Africa-centred scholarship, adapting Amartya Sen’s capability approach and a framework of key concepts: capabilities, functionings, context, conversion factors, poverty and agency to investigate opportunities and obstacles to achieved student outcomes. This approach allows a reimagining of ‘inclusive learning outcomes’ to encompass the multi-dimensional value of a university education and a plurality of valued cognitive and non-cognitive outcomes for students from low-income backgrounds whose experiences are strongly shaped by hardship. Based on capability theorising and student voices, the book proposes for policy and practice a set of contextual higher education capability domains and corresponding functionings orientated to more justice and more equality for each person to have the opportunities to be and to do what they have reason to value. The book concludes that sufficient material resources are necessary to get into university and flourish while there; the benefits of a university education should be rich and multi-dimensional so that they can result in functionings in all areas of life as well as work and future study; the inequalities and exclusion of the labour market and pathways to further study must be addressed by wider economic and social policies for ‘inclusive learning outcomes’ to be meaningful; and that universities ought to be doing more to enable black working-class students to participate and succeed. Low-Income Students, Human Development and Higher Education in South Africamakes an original contribution to capabilitarian scholarship: conceptually in theorising a South-based multi-dimensional student well-being higher education matrix and a rich reconceptualisation of learning outcomes, as well as empirically by conducting rigorous, longitudinal in-depth mixed-methods research on students’ lives and experiences in higher education in South Africa. The audience for the book includes higher education researchers, international capabilitarian scholars, practitioners and policy-makers.
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Turnšek, Maja. Handbook for Writing and Editing Texts at the Faculty of Tourism of the University of Maribor. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-545-0.
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The learning process at the faculty requires not only attending lectures and active participation in the tutorials, but also intensive individual work of a student, which is often presented in the form of a seminar paper. However, the most important individual work of a student is definitely a final paper - a diploma or a master's thesis. In order to present and facilitate the preparation of written works for the students of the Faculty of Tourism of the University of Maribor, we have prepared this handbook for writing and editing texts at the faculty. The professional monograph covers the chapters that lead the student through the whole process of research and writing their paper. From the initial search of the research idea and the basics of scientific writing and research in tourism, to the individual steps of the research process and research methods. The professional monograph also includes a chapter on personal relationships, which in particular addresses the relationship between a student and a mentor in the process of preparing the paper or thesis. The handbook also provides practical advice on language and text designing, as well as instructions for citing references. The professional monograph, thus, combines basic information that both students of tourism and their lecturers will use in their study and work processes, as they will follow the uniform guidelines for writing texts in tourism at the Faculty of Tourism.
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Bliwise, Robert J. The Pivot. Duke University Press, 2022. http://dx.doi.org/10.1215/9781478023753.
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The COVID-19 pandemic presented higher education with an unprecedented challenge: How could institutions continue the basic work of teaching and research while maintaining safe environments for their faculty, staff, and students? In The Pivot, Robert J. Bliwise traces Duke University’s response to the pandemic to show how higher education broadly met that challenge head-on. Bliwise interviews people across the campus: from bus drivers and vaccine researchers to student activists, dining hall managers, and professors in areas from English to ecology. He explores the shift to teaching online and the reshaping of research programs; how surveillance testing and reconfiguring residence halls and dining sites helped limit the virus spread on campus; the efforts to promote student well-being and to sustain extracurricular programs; and what the surge in COVID-19 cases meant for the university health system. Bliwise also shows how broad cultural conversations surrounding the 2020 presidential election, climate change, free speech on campus, and systemic racism unfolded in this changed campus environment. Although the pandemic put remarkable pressures on the campus community, Bliwise demonstrates that it ultimately reaffirmed the importance of the campus experience in all its richness and complexity.
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Curthoys, Mark. Heather Ellis, Generational Conflict and University Reform. Oxford in an Age of Revolution (Leiden/Boston: Brill, 2012), viii + 257. ISBN: 9789004225527; E-ISBN: 9789004233164. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198807025.003.0015.
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This chapter reviews the book Generational Conflict and University Reform. Oxford in an Age of Revolution (2012), by Heather Ellis. The book examines the changes in the curriculum, examination system, and institutional structures at the University of Oxford between 1714 and 1854 in the light of what it considers a growing tension between undergraduates and their tutors. It argues that generational conflict between seniors and juniors was a key factor in the reform process at Oxford. It also points to the revolutionary tendencies of Oxford students, hitherto regarded as overwhelmingly conservative and supportive of the established order, while also calling into question the assumed cohesion of the British elite. The book treats the university’s new examination statue of 1800 as a pivotal moment.
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Queiroz, Sabrina. Mapas Mentais - Um novo conceito. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-148-6.
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This manual was created with the main objective of providing a study option for students who have the need to grasp a large amount of content in a short time, besides allowing the teacher to pass the desired content in a more objective and visual way. The whole method developed in the research entitled "Mind Maps – A new concept" offers the student a significant means of study, and the teacher a more dynamic and effective form of teaching. Students which want to get a place at University or specific schools, for instance, need to learn a lot of content in a short time, which causes the need to optimize this learning. Thus, it was concluded that the application of mind maps in the classroom would be the best way to solve this problem, both for students and teachers. For this, it is necessary to implement a new method in conjunction with existing pedagogical methods. We then created a new concept of mind maps. Thus, from research, the application of this methodology in class was developed, with the objective of facilitating the teacher's class and the student's learning; and a manual was created for the creation of mind maps in the classroom and outside it.
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Oosterhoff, Richard. Copia in the Classroom. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823520.003.0003.
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Mathematics offered a means for navigating the medieval curriculum. This chapter turns to the library of Beatus Rhenanus, which survives intact, including the various volumes he bought and annotated while a student of Lefèvre at Paris from 1503 to 1507. These reveal the particular strains that the medieval university curriculum, and its practices of lecture and disputation, placed on students—and how humanist ideals increased, rather than relieved, those pressures. Beatus’ school books reveal the course of study at the Collège du Cardinal Lemoine, and how students there encountered mathematics before or alongside logic, the traditional starting point in philosophy, as a kind of universal method for managing the abundance of knowledge.
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McGee, Meredith Coleman, and Dr Isao Fujimoto. James Meredith: Warrior and the America that created him. Independently published, 2019.
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Favors, Jelani M. Shelter in a Time of Storm. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469648330.001.0001.
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For generations, historically Black colleges and universities (HBCUs) have been essential institutions for the African American community. Their nurturing environments not only provided educational advancement but also catalyzed the Black freedom struggle, forever altering the political destiny of the United States. In this book, Jelani M. Favors offers a history of HBCUs from the 1837 founding of Cheyney State University to the present, told through the lens of how they fostered student activism. Favors chronicles the development and significance of HBCUs through stories from institutions such as Cheyney State University, Tougaloo College, Bennett College, Alabama State University, Jackson State University, Southern University, and North Carolina A&T. He demonstrates how HBCUs became a refuge during the oppression of the Jim Crow era and illustrates the central role their campus communities played during the civil rights and Black Power movements. Throughout this definitive history of how HBCUs became a vital seedbed for politicians, community leaders, reformers, and activists, Favors emphasizes what he calls an unwritten "second curriculum" at HBCUs, one that offered students a grounding in idealism, racial consciousness, and cultural nationalism.
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Monaville, Pedro. Students of the World. Duke University Press, 2022. http://dx.doi.org/10.1215/9781478022985.
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On June 30, 1960—the day of the Congo’s independence—Prime Minister Patrice Lumumba gave a fiery speech in which he conjured a definitive shift away from a past of colonial oppression toward a future of sovereignty, dignity, and justice. His assassination a few months later showed how much neocolonial forces and the Cold War jeopardized African movements for liberation. In Students of the World, Pedro Monaville traces a generation of Congolese student activists who refused to accept the foreclosure of the future Lumumba envisioned. These students sought to decolonize university campuses, but the projects of emancipation they articulated went well beyond transforming higher education. Monaville explores the modes of being and thinking that shaped their politics. He outlines a trajectory of radicalization in which gender constructions, cosmopolitan dispositions, and the influence of a dissident popular culture mattered as much as access to various networks of activism and revolutionary thinking. By illuminating the many worlds inhabited by Congolese students at the time of decolonization, Monaville charts new ways of writing histories of the global 1960s from Africa.
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Campbell, Patricia Shehan, and Shannon Dudley. A University Commitment to Collaborations with Local Musical Communities. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.8.
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Working from the premise that the study of music in a hermetic academic environment is no longer a viable model, and that university music programmes must connect to the vibrant musical communities in the very neighbourhoods that surround them, we examine how the presence of a community music ‘weave’ within university programmes of music benefits students, faculty, and community members in myriad ways. We offer examples of university–community partnerships initiated by the ethnomusicology and music education programmes at the University of Washington that prepare music students for the diverse and complex society into which they will graduate. The Visiting Artists in Ethnomusicology programme will be highlighted for the extent to which world-renowned and locally residing artist-musicians have been invited to the faculty for extended periods to perform, teach, and interact with students on instruments, vocally, and in dance forms associated with traditional musical practices. The intent of the chapter is to underscore the critical need for university–community exchanges, to suggest some ways that such exchanges can be accommodated within university programmes of music, and to affirm the benefits that flow from connecting the dots of musicians and aspiring musicians in the workaday world beyond the fortress of the university.
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Gombrich, Carl, and Michael Hogan. Interdisciplinarity and the Student Voice. Edited by Robert Frodeman. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198733522.013.44.
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“Interdisciplinarity and the Student Voice” seeks a richer understanding of the student experience in encountering interdisciplinarity at the undergraduate level and explores the psychology of interdisciplinary education. The student experience of the interdisciplinary Arts and Sciences BASc degree at University College London is examined, using 13 extended semistructured interviews. Students are asked questions that encourage them to reflect on the interdisciplinary nature of their program and their relationship to interdisciplinary learning. Themes of openness, creativity, bridging, and perspective-taking emerge. In this chapter, connections are made between these themes and the theory and practice of interdisciplinary education as well as the recent study of metacognition. The student voice is seen to substantiate current ideas of the value of interdisciplinary education from a number of perspectives and to suggest further research.
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Strack, Jay, and Richard Land. Mercury Rising: 8 Issues That Are Too Hot to Handle: Student Leadership University Study Guide Series. Thomas Nelson, 2006.
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Bharuthram, Ramesh, and Larry Pokpas, eds. From Hope to Action through Knowledge: The Renaissance of the University of the Western Cape, 2001-2014. African Sun Media, 2020. http://dx.doi.org/10.18820/9781990995019.
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Its November 2001. A university in dire straits, financially bankrupt burdening a debt in excess of R100-million, a disillusioned and demoralised staff complement still reeling from the trauma of retrenchments, coupled with an academic project facing collapse as student numbers dwindle by a third to less than 10 000. Is there a future for such an institution, described by some as a ‘basket case’ with very bleak prospects of survival? This was the landscape that confronted the newly-appointed Vice-Chancellor and Chief Executive Officer (CEO) of the University of the Western Cape. Fast forward to December 2014. The CEO retires from office, bestowing upon his successor a financially sound institution with a flourishing academic project, recording unprecedented achievements, enriching the lives of more than 20 000 students, and widely acknowledged as a research-led university. This book narrates how visionary leadership with the steadfast belief that your past does not determine your future, galvanised an entire organisation into believing that a better outcome was indeed achievable, and the will to move forward as a collective with a redefined purpose and commitment to achieve that which was once deemed impossible.
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Dikikh, Vadim. Modern University Management. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/978-5-907208-94-0.
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This textbook summarizes the historical, theoretical and practical information that is necessary to obtain the necessary knowledge about the mechanisms of management of a modern university. The course examines the concepts, key prerequisites for the formation and development of a modern university management system, its structure; management models, administrative structure and decision-making conditions in modern universities are studied; analyzes trends and prospects for digitalization of management systems of modern universities; the conditions for ensuring effective internal and external communication of a modern university are specified. At the end of each section there are questions and practical tasks for self-control. The manual complies with the requirements of the federal state educational standard of higher professional education. Designed for students studying in the areas of study "Economics" (38.04.01) and "Management" (38.04.02), aimed at a managerial career and (or) development of their own projects in the field of higher education.