Relevant bibliographies by topics / Universities and colleges Victoria Curricula

Academic literature on the topic 'Universities and colleges Victoria Curricula'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Universities and colleges Victoria Curricula.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Universities and colleges Victoria Curricula"

1

Bischof, Christopher Robert. "“A Home for Poets”: The Liberal Curriculum in Victorian Britain's Teachers' Training Colleges." History of Education Quarterly 54, no. 1 (February 2014): 42–69. http://dx.doi.org/10.1111/hoeq.12046.

Full text
Abstract:
In the 1850s, at St. Mark's training college in Chelsea, London, ten students regularly violated the “lights out” rule in the evening at the end of long, exhausting days. Desirous of increasing their culture and general knowledge, they gave over half an hour every evening before sleep to what they styled, after the working-class clubs of the same name, “a mutual improvement society” in which they took turns giving lectures on a wide range of topics. They were not alone: throughout the second half of the nineteenth century, teachers-in-training across Britain supplemented their already daunting workload by writing poetry, reading novels, discussing Shakespeare, and holding debates about pressing social and political questions. From the perspective of many Victorian observers and historians today, this anecdote is an anomaly, an aberration that carries little weight in telling the story of the training colleges in which the majority of teachers in Victorian Britain eventually came to receive an education. For them, training colleges were the sites of rote memorization and pedagogical learning. Though some educationalists called for a more liberal curriculum for teachers, according to this view, teachers' education only began to emphasize expansive reading, original thinking, the cultivation of the individual, and general curiosity beginning in the 1890s with the rise of day training colleges affiliated with universities.
APA, Harvard, Vancouver, ISO, and other styles
2

Barneva, Reneta P., and Penny D. Hite. "Information Technology in Sport Management Curricula." Journal of Educational Technology Systems 45, no. 3 (October 25, 2016): 326–42. http://dx.doi.org/10.1177/0047239516671941.

Full text
Abstract:
We study the breadth of inclusion of information technology in sport management (SM) programs, surveying program sponsoring colleges and universities within a prominent state-university system. Our results indicate a very low number of SM programs require any type of information technology courses as part of their core requirements. In fact, only three programs have a requirement for a technology course specific to SM. To aid in the adoption of software and information technology into SM programs, we researched software systems that may provide skills to enhance the various components of SM. In an effort to make our recommendations even more meaningful, we pair specific software programs and their attributes with particular courses in SM. Moreover, we consider the common professional component requirements of the SM accrediting body Commission on Sport Management Accreditation and make suggestions as to how our software discoveries might aid colleges and universities in meeting accreditation requirements.
APA, Harvard, Vancouver, ISO, and other styles
3

Buell, Lawrence. "Teaching English in American Universities—1895." PMLA/Publications of the Modern Language Association of America 112, no. 1 (January 1997): 76–84. http://dx.doi.org/10.2307/463055.

Full text
Abstract:
Although modem literary studies in the United States began well before the turn of the century, it was only through gradual evolution that the field acquired a self-conscious pedagogy differentiated from the methods of classical and philological education. A provocative barometer of this emergence is English in American Universities (Boston: Heath, 1895), a late-Victorian collection of twenty-five position statements by professors from leading universities and colleges from coast to coast, assembled by William Morton Payne in large part from papers previously published in the Dial. The following excerpts from this book concern pedagogical ethos (Martin W. Sampson, Univ. of Indiana), pedagogical drill (F. A. March, Lafayette Coll.), the undergraduate English curriculum (Melville B. Anderson, Stanford Univ.), and the premises of comparative literature (Charles Mills Gayley, Univ. of California, Berkeley).
APA, Harvard, Vancouver, ISO, and other styles
4

Heumann, Kristin J., and Steven R. Murray. "The status of physical education in Colorado’s colleges and universities." Journal of Kinesiology & Wellness 8, no. 1 (March 4, 2020): 29–35. http://dx.doi.org/10.56980/jkw.v8i1.55.

Full text
Abstract:
Physical education once was a cornerstone to higher education, with some 97 percent of institutions requiring it in their respective curricula. Over the twentieth century, that percentage held steady with some 84-87 percent of institutions requiring physical education well into the late 1960s. During the next four decades, the number of institutions requiring physical education dropped steadily, to where some 39.5 percent of institutions of higher education were requiring it. However, the data from those studies came from surveys and thus had limitations. The purpose of this study was to determine the status of physical education in Colorado’s colleges and universities by examining the specific requirements of each institution to get as detailed and as accurate results as possible. The results indicated that only 22 percent of four-year institutions and 7 percent of two-year schools, 15.6 percent overall, require physical education in their curricula for graduation. On a positive note, however, some 85 percent of Colorado’s colleges and universities offer some type of physical education course for credit. We are hopeful that this study can serve as a model for the Western Society of Kinesiology and Wellness’s membership to gather similar data for all states within its region. Ultimately, perhaps national data such as this can be collected and published.
APA, Harvard, Vancouver, ISO, and other styles
5

Liu, Hai Ying, and Rong Hua Lu. "The Construction of Open Course Platform of Teaching Resources Oriented to Local Colleges and Universities." Advanced Materials Research 998-999 (July 2014): 1721–24. http://dx.doi.org/10.4028/www.scientific.net/amr.998-999.1721.

Full text
Abstract:
Given the current situation that foreign open courses and high-quality curricula of domestic elite colleges cannot be used directly by our teachers and students, a platform for teaching resources of open course has been founded. Relying on the platform, carefully chosen domestic and foreign high-quality curricula relevant to the disciplines of our college together with our own high-quality curricula are classified and presented to our teachers and students for free, and shared conditionally by learners outside the college. After the initial commissioning, the platform has been running smoothly.
APA, Harvard, Vancouver, ISO, and other styles
6

Sack, Carl M. "The Status of Web Mapping in North American Higher Education." Cartographic Perspectives, no. 89 (April 16, 2018): 25–43. http://dx.doi.org/10.14714/cp89.1429.

Full text
Abstract:
Most maps are now consumed online, yet colleges and universities struggle to keep their cartography and GIScience curricula up to date with the use of modern web technologies. I present a qualitative interview study aimed at providing insight into current teaching practices, along with challenges that may hamper the uptake of web mapping technologies in the classroom. The study involved interviews with 20 instructors of web mapping courses at colleges and universities in the United States and Canada. Participants were asked about the overall vision for their web mapping courses, the scope of material covered, what specific topics are included, which web technologies they use and why, their preferred teaching pedagogy, and what challenges they have experienced. The results highlighted several strategies that cartography and GIS instructors can use to implement or increase the inclusion of web mapping in their curricula.
APA, Harvard, Vancouver, ISO, and other styles
7

Paek, Mihyun. "A Study on the Convergence Curricula of Major Art Colleges in Domestic and Foreign Countries." Korean Society of Culture and Convergence 44, no. 11 (November 30, 2022): 1045–63. http://dx.doi.org/10.33645/cnc.2022.11.44.11.1045.

Full text
Abstract:
The purpose of this study is to categorize and compare the characteristics of the convergence form in the curriculum of 44 cases of major domestic and foreign art Colleges. As a result of the study, I analyzed the cases into three types. First, multi-major systems (15 Colleges), interdisciplinary open (15 Colleges), and convergence majors (17 Colleges) belong to the institutional dimension. Second, digital reinforcement types (11 Colleges) and new technology combined majors (9 Colleges) belong to the major dimension. Third, practical education (22 Colleges for arts-related practical education and 5 Colleges for general practical education) belongs to the program level. Comparing the characteristics of the cases, domestic universities were relatively insufficient in opening interdisciplinary and convergence majors. In addition, there was a lack of digital reinforcement and new technology combination majors, and in particular, general practice was not provided at all. Characteristically, a total of 50% of Colleges overseas and domestic Colleges provide practical arts education.
APA, Harvard, Vancouver, ISO, and other styles
8

Parker, Lauren E., and Sara R. Morris. "A Survey of Practical Experiences & Co-Curricular Activities to Support Undergraduate Biology Education." American Biology Teacher 78, no. 9 (November 1, 2016): 719–24. http://dx.doi.org/10.1525/abt.2016.78.9.719.

Full text
Abstract:
Active-learning experiences – in classrooms, laboratories, and outside of courses – are highly valued components of preparing undergraduates to become biologists. We characterized the educational opportunities available to students in the biological sciences at colleges and universities within the eastern Great Lakes region and student perceptions of a variety of opportunities. We surveyed biology departments at 33 institutions to determine the availability of and participation in educational travel, internships, laboratories, skill development, and undergraduate research involvement. There was variation in the availability of internships, the types of skill development and educational travel offered, and the numbers of labs required in different biology curricula. Undergraduate research was offered at all institutions, and most research-active students presented results at least locally. Most colleges and universities offer a wide range of educational experiences and opportunities that complement traditional biology curricula and that are valued by students. Because fewer than half of the students took advantage of most of these experiences, schools still have the opportunity to increase their value in undergraduate education through increased student participation.
APA, Harvard, Vancouver, ISO, and other styles
9

Orr, David. "The Liberal Arts, the Campus, and the Biosphere." Harvard Educational Review 60, no. 2 (July 1, 1990): 205–17. http://dx.doi.org/10.17763/haer.60.2.41178578550r631u.

Full text
Abstract:
Where does the campus fit into the biosphere? What role should universities play in the struggle to save the environment? Although critics, such as Allan Bloom, have recently accused liberal arts institutions of failing to educate college youth properly, few have addressed the question of how colleges and universities might make students more aware and responsible about their place in the natural world. In this article David Orr offers a rationale for incorporating environmental concerns into the curricula of higher education and suggests examples of curricular innovations, including programs for restructuring the ways colleges procure food, deal with waste, and use energy. Orr shows us how a focus on the ecosystem of the college campus can broaden students' visions of the natural world in which they live.
APA, Harvard, Vancouver, ISO, and other styles
10

Udermann, Brian E., Greta E. Schutte, David M. Reineke, William A. Pitney, Mark H. Gibson, and Steven R. Murray. "Spirituality in the Curricula of Accredited Athletic Training Education Programs." Athletic Training Education Journal 3, no. 1 (January 1, 2008): 21–27. http://dx.doi.org/10.4085/1947-380x-3.1.21.

Full text
Abstract:
Objective: The objectives of this study were to examine if topics related to spirituality were being addressed in the curricula of athletic training education programs (ATEPs) and to investigate whether program directors (PDs) believed this to be a topic worthy of inclusion in ATEP experiences. Design and Setting: A descriptive mixed method study using a web-based survey. Subjects: The sample consisted of 291 PDs from accredited undergraduate ATEPs in the United States. Measurements: The items measured included participants' institutional affiliation, years of experience and educational background, perceptions on the propriety of including spiritual topics in ATEP curricula, and general awareness of the literature surrounding spirituality and health. Results: One hundred ten (79.7%) colleges/universities offered a course in spirituality outside the ATEP curriculum, but only 5 (3.6%) colleges/universities currently offered a course in the ATEP curriculum in which spirituality was the main focus. W e found that 89% of PDs believed there was a connection between spirituality and health/healing. Also, 69% agreed that spirituality should be addressed in a variety of ways within ATEPs. Forty seven percent agreed that it was appropriate to address spirituality with patients. Fourteen percent also reported that spirituality should be incorporated in the athletic training competencies and proficiencies. Conclusions: These data suggest that the majority of PDs believe there is a connection between spirituality and health/healing, and that spirituality should be addressed in a variety of ways in ATEPs.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Universities and colleges Victoria Curricula"

1

Stuska, Susan Jolene. "Needs-based curricular content goals for two-year equine curricula." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-08032007-102241/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Tromp, Johannes Adriaan. "‘n Model om kooperatiewe onderwys in handelswetenskappe aan technikons te implementeer." Thesis, University of Stellenbosch, 1990. http://hdl.handle.net/20.500.11838/2129.

Full text
Abstract:
Thesis (PhD (Philosophy))--University of Stellenbosch, 1990.
This study has focused on two aspects. In the first instance an attempt was made to create a theoretical model which could serve as a guideline for implementing cooperative education in the commercial sc iences. Secondly, it was determined to which extent cooperative education was feasible in the commercial sciences at technikons. In the first component, a literature study was undertaken as starting point for the development of a model according to which cooperative education could be applied. The focus was predominantly on commercial courses up to diploma level offered at technikons in the RSA. The basic premise was that it would be desirable for commercial courses to conta i n a component of cooperative educati on, spec ifica 11y that of in-service training as a subdivision thereof. At present cooperative education is not a requirement for commercial courses at technikons, though it is compulsory in courses in engineering and the sciences. The study of literature revealed that there are certain methods according to which commercial courses are presented when implementing cooperative education in other countries. It was evident that a model containing certain components could be developed. The concepts of cooperative education, vocational education and competency-based education should form the basis of all technikon education and the total model can be constructed on these principles.
APA, Harvard, Vancouver, ISO, and other styles
3

Noordin, Mohamad Fauzan Hj. "IT skills and knowledge in Malaysian universities." Thesis, University of Wales Trinity Saint David, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683155.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

SHEBANI, MEFTAH ALI. "HIGH QUALITY EDUCATION THROUGH AESTHETIC TRAINING: A CASE FOR ESTABLISHING A FINE ARTS REQUIREMENT IN THE GENERAL EDUCATION CURRICULUM." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184163.

Full text
Abstract:
John Dewey's formulation of the primacy of aesthetic experience in all human endeavor is investigated in order to promote the inclusion of a fine arts requirement in the curriculum of higher education. In particular, Dewey envisioned art as necessary to develop moral, thus social sensibility because moral precepts derive from imagination, and art is both the child and stimulator of creative imagination. An analysis of the "qualitative experience" concept provides an introduction to Dewey's fully-elaborated aesthetic theory. Subsequently, the role of such experience is evaluated in both personal and social terms. Then, it is argued that the establishment of a fine arts requirement in General Education is necessary to ensure the propagation of the experience. Supporting arguments from educational theorists and behavioral scientists serve to buttress the Dewey proposition as well as to demonstrate that the content of the proposed fine arts course must incorporate theoretical, historical and practical components.
APA, Harvard, Vancouver, ISO, and other styles
5

Van, Niekerk Roelf. "Economic responsiveness in organisational psychology curricula." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003952.

Full text
Abstract:
This study focused on a topic at the intersection of two contexts, namely curriculum responsiveness and industrial/organisational psychology (IOP). The rationale for this study is based on two considerations. Firstly, a review of the IOP curricula offered at ten prominent South African universities revealed little overlap. This suggests that academic departments are not guided by shared principles when they implement decisions about the content or sequencing of curriculum content. Secondly, the Department of Education urges academics to design curricula that are relevant and responsive to contemporary conditions. These two considerations motivated the investigation of the following research question: What key performance areas (KPAs) do employers specify when they advertise positions suitable for IOP graduates? The investigation had two aims, namely (a) to systematically analyse the KPAs specified in job advertisements and (b) to compile KPA templates that may be used by IOP departments who wish to revise or transform their curricula. The research design of this study has five characteristics, namely that it is: (a) qualitative, (b) naturalistic, (c), descriptive, (d) applied, and (e) strategic. The study employed a purposive sampling strategy that involved the collection of documentary data (job advertisements aimed at recruiting IOP graduates) over a 52-week period (N=1115). The data was content analysed by means of a six-step documentary analysis method. Specific strategies were employed to enhance the validity of the findings. These strategies focused on credibility, transferability, dependability, and confirmability. Similarly, the ethical standing of the investigation was promoted by addressing four considerations, namely autonomy and respect for dignity, non-maleficence, beneficence, and justice. The data analysis procedure produced comprehensive and detailed qualitative descriptions of (a) 21 occupational categories, (b) 4070 KPA themes and (c) 84 KPA clusters. In addition, the number of occupational categories, KPA themes and KPA clusters were recorded and interpreted. In addition, the data analysis procedure produced comprehensive KPA templates that IOP departments may find useful. The templates reflect the KPAs specified by advertisements aimed at recruiting IOP graduates for a range of occupational categories and were designed to be used as benchmarks against which the economic responsiveness of curricula can be compared.
APA, Harvard, Vancouver, ISO, and other styles
6

Jackson, Roger P. "A comparison of the financial management curriculum at the Naval Postgraduate School and other graduate public financial management curricula in the United States." Thesis, Monterey, Calif. : Naval Postgraduate School, 1992. http://handle.dtic.mil/100.2/ADA356138.

Full text
Abstract:
Thesis (M.S. in Financial Management)--Naval Postgraduate School, June 1992.
Thesis Advisors: Jones, L.R. ; McCaffery, Jerry L. "June 1992." Description based on title screen as viewed on March 4, 2009. Includes bibliographical references (p. 47-48). Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
7

Virkler, John Stanley Weaver Andrew M. "The status of statewide core curricula in the eleven states accredited by the Southern Association of Colleges and Schools (SACS)." Auburn, Ala., 2007. http://hdl.handle.net/10415/1387.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Goldie, J. G. "Impak van die verlengde graadprogramme aan die Universiteit van Stellenbosch : 'n evalueringstudie." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/97400.

Full text
Abstract:
ENGLISH ABSTRACT: This study examines the impact of the extended degree program on the students admitted to these programs. The extended degree program offers students an alternative access route to higher education institutions. The program is aimed at students from former disadvantage school environments that have the potential to be successful in their studies. The literature review shows that the programs are successfully implemented over the world. The literature also indicates that if learners are longer exposed to a specific subject, they perform better in this subject. This statement is specifically investigated in this study because it is one of the extended degree program`s building blocks – give students more exposure to a specific subject and they have a better chance to achieve success in that subject. In answering the main research question “What impact does the extended degree program has on both the student and institution.”, both quantitative and qualitative data were collected. Quantitative data used in this study were the final marks and throughput rates of students. Qualitative data was obtained through interviews with students in the program. Although the findings of this study are context specific, it contributes to the growing knowledge and better understanding of the impact that the extended degree program has on the student and university. The two main findings of this work were: i) The academic performance of students in the extended degree program improved in relation to the performance of students in the mainstream. ii) The performance of students in the extended degree programs justifies the existence of the programs at the University of Stellenbosch.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die impak wat die verlengde graadprogram het op studente wat tot hierdie programme toegelaat word. Die verlengde graadprogram bied ʼn alternatiewe toegangsroete aan studente tot hoëronderwysinstellings. Die programme is gemik op leerders uit ʼn voorheen benadeelde skoolomgewing wat die potensiaal toon om suksesvol in hulle studies te wees. Die literatuurstudie toon dat die programme met sukses oor die wêreld geïmplementeer word. Die literatuur toon ook aan dat leerders wat langer aan ʼn spesifieke vak blootgestel word, beter in die vak presteer. Hierdie stelling is spesifiek in die studie ondersoek, want dit is een van die verlengde graadprogram se boustene – gee studente langer blootstelling aan ʼn spesifieke vak sodat hulle ʼn beter kans het om sukses in die vak te behaal. Om die hoofnavorsingsvraag “Watter impak het die verlengde graadprogram op beide die student en instansie.” te beantwoord, is beide kwantitatiewe- en kwalitatiewe data ingesamel. Kwantitatiewe data wat gebruik is in die studie is die prestasiepunte en deurvloeisyfers van studente. Kwalitatiewe data is verkry deur onderhoude te voer met studente in die verlengde graadprogram. Alhoewel die bevindinge van dié studie konteks spesifiek is, dra dit by tot die groeiende kennis en beter verstaan van die impak wat die verlengde graadprogram het op die student en die universiteit. Die twee belangrikste bevindinge van hierdie werk is: i) Die akademiese prestasie van studente in die verlengde graadprogram verbeter ten opsigte van studente in die hoofstroom. ii) Die prestasie van die studente in die verlengde graadprogramme regverdig die voortbestaan van die programme aan die Universiteit van Stellenbosch.
APA, Harvard, Vancouver, ISO, and other styles
9

Martin, Susan Marie. "A comprehensive curriculum for drum set in the college percussion studio." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186837.

Full text
Abstract:
The purpose of this study is to develop a comprehensive curriculum for drum set in the college percussion studio. The main emphasis of the paper is to provide information addressing the needs of the percussion student over a four-year course of drum set study. In addition, I will show how these needs can best be met through the use of both existing instructional materials and original supplemental materials written by the author. The need for a drum set curriculum is defined and an in-depth review made of selected extant materials. After defining the general guidelines for the curriculum, a limited number of instructional materials were chosen from the extant materials which could adequately and affordably fulfill these guidelines. Recommended studies for the freshman through senior years are outlined and instructional objectives defined.
APA, Harvard, Vancouver, ISO, and other styles
10

Atsalis, Linda A. "A comparison of curricula requirements in music for students majoring in elementary education at selected colleges and universities in Southwestern Ohio /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1372075673.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Universities and colleges Victoria Curricula"

1

1960-, Anderson Amanda, and Valente Joseph, eds. Disciplinarity at the fin de siècle. Princeton, N.J: Princeton University Press, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sahar, Hamouda, and Clement Colin, eds. Victoria College: A history revealed. 260 Cairo: American University in Cairo Press, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Rugg's recommendations on the colleges. 2nd ed. Fallbrook, Calif: Rugg's Recommendations, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Winter, Alexandra. Beyond rhetoric: University-community engagement in Victoria. Brisbane, Qld: Eidos, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Neering, Rosemary. The Story of the University of Victoria and its origin in Victoria College. [Victoria, B.C.]: University of Victoria, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

McNabb, Terry Fuelling. Course placement practices of American postsecondary institutions. Iowa City, Iowa: American College Testing Program, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Xin xing xue ke xiao ci dian. Kunming Shi: Yunnan ren min chu ban she, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Butrón, Reynaldo Becerra. Un vistazo al sistema universitario. Cochabamba: Universidad Privada del Valle, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hiroshima Daigaku. Daigaku Kyōiku Kenkyū Sentā. A cross-national analysis of undergraduate curriculum models: Focusing on research-intensive universities. Hiroshima, Japan: Research Institute for Higher Education, Hiroshima University, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Xue ke jian she yu jiao xue gai ge chu tan: Xueke jianshe yu jiaoxue gaige chutan. Kunming Shi: Yunnan da xue chu ban she, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Universities and colleges Victoria Curricula"

1

Tatnall, Arthur. "Birth of Information Systems Curricula in Victoria in Colleges of Advanced Education and Universities." In Encyclopedia of Education and Information Technologies, 228–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_55.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Tatnall, Arthur. "The Birth of Information Systems Curricula in Victoria in Colleges of Advanced Education and Universities." In Encyclopedia of Education and Information Technologies, 1–7. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_55-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Scime, Anthony, and Christine Wania. "Computing Curricula." In Information Communication Technologies, 1270–83. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch088.

Full text
Abstract:
An analysis of eight computing model curricula verifies that there are significant differences between computing disciplines. While there are many courses in the models with the same or similar names, the courses may be completely different. By reverse engineering model course descriptions, the courses are compared to determine the inclusiveness of each course in each of the others. Although expected, these results are significant for colleges and universities establishing or revising computing programs.
APA, Harvard, Vancouver, ISO, and other styles
4

Bobick, Bryna. "Promoting Civic Engagement through University Curricula." In Advances in Media, Entertainment, and the Arts, 218–35. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1727-6.ch011.

Full text
Abstract:
In recent years, universities and colleges are including civic engagement in their mission statements. University administrators are increasingly encouraged faculty and students to participate in civic engagement both on and off campus. Various stakeholders should be part of this conversation in order to create a setting for learning that reflects the mission of the university or college. In this study, sixteen university freshmen participated in civic engagement through a freshman honors forum course. In addition to promoting civic engagement, the course supported the arts and museums in Memphis, Tennessee. Pre and exit surveys were conducted the participants to gain insight into their thoughts and experiences towards the course's curriculum. Their experiences provide a window into thinking about the role of civic engagement with university students.
APA, Harvard, Vancouver, ISO, and other styles
5

Bobick, Bryna. "Promoting Civic Engagement Through University Curricula." In Civic Engagement and Politics, 776–93. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7669-3.ch038.

Full text
Abstract:
In recent years, universities and colleges are including civic engagement in their mission statements. University administrators are increasingly encouraged faculty and students to participate in civic engagement both on and off campus. Various stakeholders should be part of this conversation in order to create a setting for learning that reflects the mission of the university or college. In this study, sixteen university freshmen participated in civic engagement through a freshman honors forum course. In addition to promoting civic engagement, the course supported the arts and museums in Memphis, Tennessee. Pre and exit surveys were conducted the participants to gain insight into their thoughts and experiences towards the course's curriculum. Their experiences provide a window into thinking about the role of civic engagement with university students.
APA, Harvard, Vancouver, ISO, and other styles
6

Broughton, Anthony. "Developing Servant Leaders in Education." In Advances in Higher Education and Professional Development, 110–27. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7021-9.ch007.

Full text
Abstract:
There is scant evidence of minority male recruitment programs that have persisted over a span of 18 years other than the Call Me MISTER program. While the Call Me MISTER program recruits, retains, and prepares minority male teachers at both Historically Black Colleges and Universities (HBCUs) and Historically White Colleges and Universities (HWCUs), the chapter will focus specifically on the cohorts at the four HBCUs in South Carolina. Some retention approaches that will be explored in this chapter include (1) the Call Me MISTER program, (2) academic/co-curricula model, and (3) social/cohort and living and learning communities. These approaches have produced favorable outcomes for the Call Me MISTER program in the persistence of their graduates who are now teachers.
APA, Harvard, Vancouver, ISO, and other styles
7

Scaff, Lawrence A. "The Discovery of the Author." In Max Weber in America. Princeton University Press, 2011. http://dx.doi.org/10.23943/princeton/9780691147796.003.0012.

Full text
Abstract:
This chapter discusses the successful reception and dissemination of Max Weber's work beginning in the 1920s. It shows that interest in Weber's work led to the gradual translation and incorporation of his thought into the social science disciplines, college and university curricula, and even public discourse. The chapter examines the necessary conditions for the successful reception and propagation of Weber's writings, including the “institutionalization” of his thought, research problems, and conceptual language in curricula, undergraduate courses, and advanced graduate research seminars in American colleges and universities. It also considers the role played by the “clusters” of scholars in the diffusion of knowledge about Weber. Finally, it analyzes how the translation, publication, reading, and diffusion of Weber's work influenced the disciplines, scholarship, and intellectual life generally in the United States.
APA, Harvard, Vancouver, ISO, and other styles
8

Baker, Jack R., Jeffrey Bilbro, and Wendell Berry. "Doing Good Work." In Wendell Berry and Higher Education. University Press of Kentucky, 2017. http://dx.doi.org/10.5810/kentucky/9780813169026.003.0004.

Full text
Abstract:
Jack Beecham’s apt saying “If you want to talk with me, you’ll have to walk” indicates the necessary connection between thought and work. While our dualistic culture devalues work, incorporating manual work into higher education reminds students that love must be enacted. The liberal arts, therefore, remain insufficient unless they are joined with the practical arts, as advocated by the medieval Scholastic Hugh of St. Victor and by the original charter of land-grant colleges. After examining the damaging effects of our culture’s dualistic denigration of work, this chapter proposes three benefits of manual work: work puts us in contact with external standards, it corrects false or naïve ideas by adapting them to local realities, and it is one of the means by which we participate in bringing about healthy order. Although the current structure of universities may make incorporating manual work into the curriculum difficult, a first step is to understand even academic work as embodied. And some colleges have found creative ways to make their students work, whether through tuition waivers, service learning, or community gardening.
APA, Harvard, Vancouver, ISO, and other styles
9

Cubbage, Jayne. "Media Literacy in Higher Education Environments." In Research Anthology on Fake News, Political Warfare, and Combatting the Spread of Misinformation, 565–88. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7291-7.ch032.

Full text
Abstract:
In this introductory chapter, the author seeks to establish an easy-to-follow narrative of media literacy implementation in higher education, which would potentially encourage personal experiences and student needs to be considered when individual faculty members seek to enhance existing curricula and courses. This introduction also provides a brief outline of each chapter within the volume and the various ways in which contributing authors illustrate their own incorporation of media literacy principles into existing curriculum at their respective colleges and universities. The author also details her personal journey and experiences with media literacy as a student, professional journalist, and an academician ultimately detailing the pathway to enhancing the curriculum in her current department while highlighting some of her own experiences teaching media literacy in higher education. This chapter also provides key takeaways and tips for adding media literacy to existing courses and department curricula.
APA, Harvard, Vancouver, ISO, and other styles
10

Cubbage, Jayne. "Media Literacy in Higher Education Environments." In Handbook of Research on Media Literacy in Higher Education Environments, 1–24. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4059-5.ch001.

Full text
Abstract:
In this introductory chapter, the author seeks to establish an easy-to-follow narrative of media literacy implementation in higher education, which would potentially encourage personal experiences and student needs to be considered when individual faculty members seek to enhance existing curricula and courses. This introduction also provides a brief outline of each chapter within the volume and the various ways in which contributing authors illustrate their own incorporation of media literacy principles into existing curriculum at their respective colleges and universities. The author also details her personal journey and experiences with media literacy as a student, professional journalist, and an academician ultimately detailing the pathway to enhancing the curriculum in her current department while highlighting some of her own experiences teaching media literacy in higher education. This chapter also provides key takeaways and tips for adding media literacy to existing courses and department curricula.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Universities and colleges Victoria Curricula"

1

Yang, Xiaofan, Pei Chen, Xiumei Yuan, and Zhaoping Zang. "Teaching practice and thinking of integrated curricula in nonmedical majors in medical colleges and universities." In International Conference on Simulation and Modeling Methodologies, Technologies and Applications. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/smta141342.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Szadziewska, Arleta, Ewa Spigarska, and Arkadiusz Januszewski. "ANALYSIS OF THE CURRICULA AT ECONOMIC COLLEGES AND UNIVERSITIES IN POLAND, IN THE FIELD OF ‘FINANCE AND ACCOUNTING’." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1060.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Tubaishat, Abdallah, Azzedine Lansari, and Akram Al-Rawi. "E-portfolio Assessment System for an Outcome-Based Information Technology Curriculum." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3341.

Full text
Abstract:
Currently colleges and universities are facing a number of problems, including ill designed curricula that do not address demands from the job market. There is also tremendous pressure from society on academic institutions to provide an education that results in guaranteed employment, especially given the soaring price of higher education. Currently, a number of academic institutions are facing the problem of grade inflation, which has resulted in the grade point average (GPA) model losing its value (Mansfield, 2001). Therefore, academic educational institutions are looking for alternative ways to provide an education that attracts students in a highly competitive world. Several US academic institutions have adopted the outcome based educational model to move away from the GPA driven model. Furthermore, accreditations organizations (such as North Central Association of Colleges and Schools) are requiring academic institutions to present a method to assess students’ learning outcomes, particularly in the general education courses.
APA, Harvard, Vancouver, ISO, and other styles
4

Kotys-Schwartz, Daria, Daniel Knight, and Gary Pawlas. "First Year Engineering Projects to Senior Capstone Design: Are Students Gaining Technical and Professional Skills?" In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10905.

Full text
Abstract:
Innovative curriculum reforms have been instituted at several universities and colleges with the intention of developing the technical competence and professional skills of engineering students. First Year Engineering Project (FYEP), or Freshman Design courses have been integrated into undergraduate engineering curricula across the country. Many of these courses provide students with hands-on engineering opportunities early in the curriculum. Senior Capstone Design (SCD) courses are ubiquitous in engineering programs, incorporating technical knowledge and real-world problem solving. Previous research has shown that project-driven classes like FYEP and SCD increase the professional and technical design skills of students. While research into first year and senior design skills development has been more robust, scant research investigating the transformation of skills between freshman design experiences and senior design experiences has been performed. This research project investigates the longitudinal technical and professional skill development of mechanical engineering students at the University of Colorado at Boulder. An overview of First-Year Engineering Projects and the mechanical engineering Senior Capstone Design project course is detailed. Technical and professional skill objectives are discussed within the paper. Pre and post skill surveys were utilized in both First-Year Engineering Projects and the Senior Capstone Design classes. Initial results indicate that student skills deteriorate between the end of the first-year and beginning of the senior year.
APA, Harvard, Vancouver, ISO, and other styles
5

Khandaker, M., and S. Ekwaro-Osire. "Development of a Product Development Lab Course: Application of Theoretical, FEA and Experimental Techniques." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68929.

Full text
Abstract:
Finite Element Analysis (FEA) and experimental techniques based laboratory courses are used in the mechanical engineering curriculum to equip students with numerical and experimental abilities to solve design problems. Review of mechanical engineering curricula in US universities found no definite structure for the numerical and experimental based laboratory courses to support the core courses. Also, the authors found that due to lack of knowledge about the application of finite element analysis and lack of collaboration of experimental laboratories in the universities and colleges, students are unable to apply theory, numerical tool and experiment, when it comes to complete product design. To be effective product development engineers, students have to know how to use these engineering tools effectively for various mechanical systems to design a product with perfection. This motivated the authors to develop, teach, and evaluate a laboratory course before the senior design project, where students will have hands on experience with product design. The application of theoretical, numerical and experimental techniques, and their interconnectedness, will also be addressed in this new course. The main three learning objectives of this course were: (1) the ability to apply physical and mathematical models to analyze or design the mechanical systems; (2) the ability to use numerical tools (e.g., FEA) and a fundamental understanding of the limitations of such tools; and (3) the ability to correlate the theoretical knowledge with FEA and experimental findings. Some of the issues observed from the previously taught FEA laboratory related course are: (1) students do not understand how to use FEA tools in practical design problems; (2) students are unable to relate the theory with numerical and experimental result; (3) students do not understand the importance of verification of numerical results; and (4) students with knowledge of a particular analysis background have problems setting up the product design requirements dealing with different analysis systems. To overcome these difficulties, the proposed course will select design problems related to heat, fluid, vibration, and fracture and examine the overall design process including preliminary design, material selection, manufacturing, analysis, and testing. Simulating the complexity of “real world” engineering will prepare students for their senior design projects. The main benefits of this course are: (1) application of theoretical, numerical, and experimental techniques to solve a design problem, and (2) hands on experience with design problems.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Universities and colleges Victoria Curricula' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography