Journal articles on the topic 'Universities and colleges Victoria Curricula'
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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.
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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.
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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.
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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.
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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.
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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).
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Beljanski, Mila, and Emina Dedić Bukvić. "Comparative Overview of the Presence of Intercultural Education of Teacher Trainees in Serbia and Bosnia and Herzegovina." Journal of Ethnic and Cultural Studies 7, no. 3 (July 27, 2020): 1. http://dx.doi.org/10.29333/ejecs/412.
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The focus of the present paper is on the importance and significance of interculturality in teacher education. The paper analyzes the intercultural content of the curricula to develop the intercultural competencies of future teachers in Serbia and Bosnia and Herzegovina. The sample analyzed was the curricula of the universities of these two countries for the academic year 2018-2019. The analysis of the chosen documents examined the areas of teaching, content, as well as other elements that represent possible opportunities for developing the intercultural competencies of the students. The analyzed curricula do not offer an insight into the results of the teaching practice, which is one of the limitations of this study. The findings on the poor ratio of intercultural elements in the curricula and the need for their revision, as well a necessity of introducing systematic intercultural education to teacher colleges and universities of education are a valuable contribution. Competent teachers will create a positive environment for proper intercultural communication and develop the intercultural sensitivity of their students thus promoting a culture of dialogue. The result obtained in the analysis can be an incentive to think thorough when creating curricula for educating teachers, both in initial and life-long learning so that they promote intercultural values.
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Robinson, M., and L. Chisholm. "Unpacking the past: The ambivalent legacy of colleges of education." Yesterday and Today 27 (2022): 43–63. http://dx.doi.org/10.17159/2223-0386/2022/n27a2.
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he positive memory of teacher education colleges within South African higher education, often leading to a call to re-open the colleges, is usually based on an argument that colleges offered more 'practical' teacher preparation than today's universities. In this article we draw on a variety of historical sources and artefacts, produced for an exhibition on colleges in the Western Cape, to reflect in greater depth on the experiences of college life. We use the concept of embodied knowledge that recognises the interconnectedness of knowledge, being and feeling with context to probe the sources and discuss ways in which colleges built a sense of community. At the same time, we illustrate the ambivalent legacy of these colleges, in their racial inequalities and constrained and often alienating curricula. We conclude by suggesting principles of teacher education that continue to be relevant, even as contemporary approaches to teacher education, and current policies and conditions, preclude a return to the past.
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Suspitsyna, Tatiana. "Internationalization, Whiteness, and Biopolitics of Higher Education." Journal of International Students 11, S1 (May 21, 2021): 50–67. http://dx.doi.org/10.32674/jis.v11is1.3843.
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From a postcolonial perspective, U.S. higher education is entangled with the colonial past and the neoliberal neo-colonial present as an economic actor that dominates global educational markets through internationalization. The COVID pandemic and the nationwide movement for racial justice have brought these entanglements into stark relief in the ways U.S. colleges and universities are implicated in the neoliberal biopolitics of race. Applied to higher education, Michel Foucault’s concept of biopolitics as the management of life and wellbeing of populations and his conceptualization of racism as a biopolitical tool illuminate how U.S. colleges and universities maintain racialized categorizations of lives worth protecting and lives considered disposable in the service of dominant whiteness. De-centering whiteness and eliminating its advantage and superiority in research, curricula, instruction, and internationalization is a necessary step toward a future that envisions a more inclusive and equal citizenship.
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LaVelle, John M., Nina Sabarre, and Haley Umans. "An Empirical Examination of Evaluation’s Presence in the Undergraduate Curriculum in the United States." American Journal of Evaluation 41, no. 2 (September 12, 2019): 297–310. http://dx.doi.org/10.1177/1098214019860912.
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Evaluator education programs have developed to help support the growth of professional evaluators and improve evaluation practice. Empirical research has described where and how evaluation is taught at the graduate level of education, but little is known about the undergraduate level. This study empirically explores how, if at all, evaluation is taught at the undergraduate level by systematically analyzing the publicly available curricula of the top 40 public and top 40 private universities in the United States. Findings demonstrate that 470 evaluation-specific and associated courses were offered across public colleges and universities (335 courses offered) and private colleges (135 courses offered). However, among these 470 courses, the extent to which evaluation is taught varies from a specific method of systematic inquiry to a tool used for assessment or judgment, or minor topic within a broader subject. Implications for the field are discussed.
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Sloan, John J., and Jonathan W. Buchwalter. "Comparing Bachelor’s Degree Curricula at Three Groups of Colleges and Universities: Flexibility or Idiosyncrasy?" Journal of Criminal Justice Education 29, no. 3 (September 16, 2017): 324–48. http://dx.doi.org/10.1080/10511253.2017.1373135.
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Bruce, Gregory Maxwell. "Persian Studies in India and the Colonial Universities, 1857–1947." Iranian Studies 55, no. 3 (July 2022): 719–40. http://dx.doi.org/10.1017/irn.2021.22.
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AbstractThe establishment of the colonial universities in India was a watershed moment for the history of Persian studies on the subcontinent. Despite the rise of English and vernacular literatures in the nineteenth century, Persian remained an essential language of instruction in colonial colleges, with generations of Indian students studying Persian to pass university examinations. By closely studying university calendars and courses, this article demonstrates that the colonial universities created and sustained an ecosystem for Persian studies throughout the colonial period, as Orientalists and increasingly Indian Persianists continued to invest in Persian instruction and curricular development. The breadth, diversity, refinement, and expansion of Persian college curricula—which included texts from the classical Persian canon and contemporary literature written by Iranians and Indians—testify to the continued fluidity and dynamism of Persian studies throughout the period. Such a phenomenon demonstrates that the debates and engagement around the Persian language in colonial India contradict its depiction as an obsolete or entirely classical language, and also that colonial college curricula influenced which texts were edited, compiled, printed, translated, and commented upon.
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Domina, Thurston, and Erik Ruzek. "Paving the Way." Educational Policy 26, no. 2 (December 31, 2010): 243–67. http://dx.doi.org/10.1177/0895904810386586.
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Partnerships between colleges and universities and K-12 school districts attempt to improve access to higher education by tailoring college outreach and teacher professional development programs to local needs as well as aligning high school curricula with higher education admissions criteria. In this article, we conduct a quasi-experimental evaluation of partnerships between universities and school districts in California. Our fixed-effects models indicate that comprehensive K-16 partnerships substantially increase student graduation and nonselective university enrollment rates in participating school districts, but that these effects take time. We argue that local partnerships are an effective, but resource- and time-intensive, K-16 school reform strategy.
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Katuli-Munyoro, Pedzisai, and Stephen M. Mutula. "Redefining Library and Information Science education and training in Zimbabwe to close the workforce skills gaps." Journal of Librarianship and Information Science 51, no. 4 (December 26, 2017): 915–26. http://dx.doi.org/10.1177/0961000617748472.
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The purpose of this study is to assess Library and Information Science (LIS) curricula in Zimbabwean universities and polytechnic colleges in the context of perceived skills gaps and from employers’ perspectives on what is required from graduate professionals in entry-level jobs. The study is qualitative in nature and is supported by a post-positivist framework. A case study research design and methods are used. All (three) curricular documents from two universities and polytechnic colleges (use a common curriculum) offering LIS education in Zimbabwe are reviewed using document review methods. Twenty-seven course outlines are analysed. Seventeen LIS employers and five deans/heads of departments have been purposively selected and interviewed using in-depth face-to-face interviews. Data are analysed using NVivo. The study identifies gaps in knowledge as well as in functional and generic employability training in LIS curricula. These are attributed to the transitory environment in which LIS departments operate, dated educational models, shortage of well-developed multi-stakeholder mutual partnerships and alliances, a lack of shared understanding and responsibility, an expanding labour environment and the absence of continuous professional development programmes. The study results suggest that Zimbabwean LIS education programmes are in urgent need of radical transformation and need to adopt innovative education models to meet the dictates of the techno-economic paradigm that serves society today.
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Chang, Ji-Yeon. "An analysis of the college English curricula at lifelong education colleges: Focusing on six universities." Studies in English Education 25, no. 2 (June 30, 2020): 153–86. http://dx.doi.org/10.22275/see.25.2.02.
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Maloney, Mark, Jeffrey Parker, Mark LeBlanc, Craig T. Woodard, Mary Glackin, and Michael Hanrahan. "Bioinformatics and the Undergraduate Curriculum." CBE—Life Sciences Education 9, no. 3 (September 2010): 172–74. http://dx.doi.org/10.1187/cbe.10-03-0038.
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Recent advances involving high-throughput techniques for data generation and analysis have made familiarity with basic bioinformatics concepts and programs a necessity in the biological sciences. Undergraduate students increasingly need training in methods related to finding and retrieving information stored in vast databases. The rapid rise of bioinformatics as a new discipline has challenged many colleges and universities to keep current with their curricula, often in the face of static or dwindling resources. On the plus side, many bioinformatics modules and related databases and software programs are free and accessible online, and interdisciplinary partnerships between existing faculty members and their support staff have proved advantageous in such efforts. We present examples of strategies and methods that have been successfully used to incorporate bioinformatics content into undergraduate curricula.
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Pratt, George. "Traditional Harmony Reassessed." British Journal of Music Education 2, no. 2 (July 1985): 119–32. http://dx.doi.org/10.1017/s0265051700004721.
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This article begins with a defence of the study of traditional harmony in schools, colleges and universities, despite the welcome and invigorating competition from expanding conceptions of the role and content of music in education, and in society as a whole. But if this study is to retain a place in our curricula it must be taught quickly and effectively. It must limit its demands on teaching time while expanding the techniques for developing facility both in sound and in the symbols used to notate it.
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Gervai, Pál, and László Trautmann. "Teaching economics in Hungary after the crisis." Society and Economy 37, no. 3 (September 2015): 357–78. http://dx.doi.org/10.1556/204.2015.37.3.3.
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In the wake of the economic crisis, a question arises increasingly often: what is the role of economic culture in overcoming the crisis? Since the mid-2000s, leaders of developed countries have kept pointing out that fostering political and economic education is a driver of growth and development. Curricula are being overhauled; new modules are appearing in the study programmes of secondary schools, colleges, and university-level undergraduate courses; significant curriculum developments have been launched at the world’s leading universities in the last few years. Hungarian higher education cannot exclude itself from this process.
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Linzey, Kate. "Constructing Education: 1961-69." Architectural History Aotearoa 2 (October 3, 2005): 10–22. http://dx.doi.org/10.26686/aha.v2i0.6707.
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The 1960s were a time of great change and growth in New Zealand's tertiary eduction sector, and the university-based discipline of architecture was in no way exempt from this progress. In response to the Parry Report of 1959-1960, the New Zealand government passed the 1961 Universities Act, which dissolved the federated University of New Zealand. This Act opened the way for the independence of the four universities of Auckland, Victoria, Canterbury and Otago, and the two allied agricultural colleges of Massey and Lincoln. Under the federated university system, Auckland University College had been the centre of architectural training, and had delivered extramural course through colleges in the other centres. As the "disproportionate number" of extramural and part-time study had been criticisms levelled by the Parry Report, it was obvious that another School of Architecture would now be required, but where? Ever an argumentative association, members of the New Zealand Institute of Architects engaged in a lively debate on the choice, positing Victoria University in Wellington, and Canterbury University in Christchurch, as the major contenders. By the end of the decade university-based architectural training would expand at both Auckland and (the new) Wellington Schools, New Zealand's first PhD in Architecture would be conferred on Dr John Dickson, and many of the careers of architects and architectural academics who went on to construct the discipline as it is today, had begun.
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Nothacker, Jens, and Zsolt Lavicza. "Digital Didactic Objectives of Primary, Secondary, and Higher Education Curricula in the 21st Century Executable with a Single-board Computer." Open Education Studies 2, no. 1 (December 31, 2020): 344–59. http://dx.doi.org/10.1515/edu-2020-0135.
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AbstractThis paper deals with the didactic objectives and content from the latest curricula of the different types of schools (schools, colleges, universities) in the D-A-CH regions. The aim of this paper is to provide an overview of the didactic goals of current and future curricula for primary, secondary, and high school, which are feasible with a single board computer. For this purpose, the curricula are analysed according to digital terms and methods of information technology with a qualitative deductive meta-analysis and assigned to different categories. The results are presented in different diagrams for evaluation, from which the results can be interpreted. The results include a list of digital didactic goals, structured according to school type, competencies, and feasibility, which can be implemented with a single-board computer. All in all, it was found that an inexpensive single-board computer is quite sufficient for the acquisition and implementation of the digital goals and skills to be taught in the curricula. Furthermore, it was found out how the changes in the curricula have established themselves in the different regions with a time lag and which competencies are taught at the individual school levels. The paper concludes with a recommendation for further studies.
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Bezvoda, Václav. "Geography and Teaching of Programming." Geografie 94, no. 1 (1989): 47–53. http://dx.doi.org/10.37040/geografie1989094010047.
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The urgent need of computers in natural and social sciences will strongly influence the modification of the curricula at our universities and colleges. On the basis of an analysis of the history of application of computers at the Faculty of Natural Sciences of the Charles University, Prague and the situation in teaching mathematical programming and computer art, the paper formulates one of the most probable variants of teaching the above-mentioned subjects in geographical sciences. A special attention is paid to the role of microcomputers as the basic yet still problematic device in the computer art.
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Steele, Patricia, Cheryl Burleigh, Liston Bailey, and Margaret Kroposki. "Studio Thinking Framework in Higher Education: Exploring Options for Shaping Immersive Experiences Across Virtual Reality/Augmented Reality Curricula." Journal of Educational Technology Systems 48, no. 3 (November 9, 2019): 416–39. http://dx.doi.org/10.1177/0047239519884897.
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With an increase in the number of colleges and universities using virtual reality and augmented reality integrated programs, specific insight for exploring immersive learning approaches utilizing virtual and augmented reality tools and applications in a variety of disciplines is needed. In some instances, pedagogical approaches for creating immersive learning experiences require a sound conceptual framework for course or content design with emphasis on developing opportunities for higher order thinking in virtual reality/augmented reality educational experiences. Public access data were used in this qualitative-directed content analysis study to examine course goals, objectives, and learning outcomes of 14 U.S. Artificial Intelligence universities as to the potential for developing creative and cognitive skills, as described within the pedagogical framework of Studio Thinking Framework. Findings indicated multiple opportunities for creative and cognitive thinking as Studio Thinking Framework was integrated into these immersive spaces.
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H Carter, Douglas. "Locating a New Collegiate Entrepreneurship Program, a framework for a University Campus." Muma Business Review 3 (2019): 075–87. http://dx.doi.org/10.28945/4385.
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Entrepreneurship has emerged over the last three decades as arguable the most potent economic force the world has ever experienced. This economic expansion has paralleled rapid growth in the field of entrepreneurship education. Recent developments in curricula and programs devoted to entrepreneurship, new venture creation and corporate innovation have been remarkable. The number of colleges and universities that offer courses related to entrepreneurship has grown from a handful 35 years ago to over 3000 today. In the midst of this expansion lies the challenge of establishing and sustaining entrepreneurship programs in universities across the globe. (Morris, Kuratko & Cornwall, 2013) The literature review will help inform us of the current status of entrepreneurship programs on university campuses and provide us with some indication of any changes in the idea of where to place a new program.
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Ishiyama, John. "Examining the Impact of the Wahlke Report: Surveying the Structure of the Political Science Curricula at Liberal Arts and Sciences Colleges and Universities in the Midwest." PS: Political Science & Politics 38, no. 1 (January 2005): 71–75. http://dx.doi.org/10.1017/s1049096505055812.
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In recent years, sparked by the path-breaking reports issued by the American Association of Colleges and Universities (AACU) in 1991 (Wahlke 1991), the political science profession has paid an increasing amount of attention to the relationship between the structure of the political science major and student learning outcomes. A few studies have recently sought to examine this relationship empirically (Breuning, Parker, and Ishiyama 2001; Ishiyama and Hartlaub 2003; Ishiyama and Breuning 2003). However, these studies have focused largely on using the political science curriculum as an independent variable (i.e., affecting student outcomes) and in most cases have been limited to one or two institutions (with the exception of Ishiyama 2004). No study has broadly and systematically examined variations in curricular design across several institutions, nor has any study examined which factors affect how institutions have structured their majors in the way they have. This paper addresses this dearth by broadly surveying a number of liberal arts and sciences colleges and universities across 10 Midwestern states (Illinois, Indiana, Iowa, Kansas, Michigan, Missouri, Minnesota, Nebraska, Ohio, and Wisconsin) to determine how many political science programs structure their majors in ways according to the recommendations made by the Wahlke report.
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Ikonnikova, Maryna. "Organizational and Content Peculiarities of English Teachers’ Professional Training in Canada." Comparative Professional Pedagogy 6, no. 3 (September 1, 2016): 25–31. http://dx.doi.org/10.1515/rpp-2016-0029.
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AbstractThe article deals with studying organizational and content peculiarities of English teachers’ professional training in Canada. It has been found out that professional training of English teachers, in particular, is provided in many Canadian higher education institutions, namely, universities, university colleges, community colleges and CEGEP colleges. Students are offered the curricula ensuring their high mobility as they may define specificity, a mode and a level of study according to their educational needs and interests. It has been concluded that the content of philological training is a process coordinating the content according to its components, namely, theoretical, empirical and practical knowledge and skills form the block system of interrelated elements. It has been defined that main theoretical and methodical principles for structuring curricula and syllabi for English teachers’ professional training in Canada are multiculturalism; combination, concordance and rational correspondence of theory and practice; pedagogical ideas of equal opportunities, respect for cultures, identity and unity of learning and socialization; consistency and succession; collegiality, partnership, transparency and a dialogue of cultures. It has been specified that programme specifications for English teachers’ training are based on such directions of pedagogical activity as developing students’ interest and respect for cultures of the nations of the world, understanding their general and specific values, comprehending the essence of global events and their consequences, accepting different views on them. As a result, future English teachers obtain the abilities and skills that will ensure their effective activity in multicultural environment as well as learn how to solve the issues associated with adaptation, integration and learning of children from different ethnic groups.
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Bennett, Michael, and Jacqueline Brady. "A Radical Critique of the Learning Outcomes Assessment Movement." Radical Teacher 100 (October 9, 2014): 146–52. http://dx.doi.org/10.5195/rt.2014.171.
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The Learning Outcomes Assessment (LOA) movement seems rather innocuous. Teachers and administrators at colleges and universities are asked to articulate the goals, objectives, measures, and outcomes of the educational process at every level: from the classroom to the department to the institution as a whole. Educators engage in this process with the help of curriculum mapping or educational matrices or a host of other tools and templates provided by any number of readily available frameworks (see the website of the National Institute for Learning Outcomes Assessment for many examples). The information gathered is then used to evaluate curricula, programs, instructors, and institutions for purposes of internal review and external evaluation.
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Gasman, Marybeth, and Felecia Commodore. "The state of research on historically Black colleges and universities." Journal for Multicultural Education 8, no. 2 (June 3, 2014): 89–111. http://dx.doi.org/10.1108/jme-01-2014-0004.
Full textAbstract:
Purpose – The purpose of this article is to examine the salient literature on historically Black colleges and universities (HBCUs) with an overarching goal of setting a future research agenda for scholars interested in these institutions. Design/methodology/approach – This literature review is organized into two main sections: strengths and challenges. To move HBCUs forward, scholars need an understanding of these institutions’ strengths as well as those challenges that lie ahead. Findings – The major strengths include the value-added nature of the education provided by HBCUs (i.e. the willingness of HBCUs to educate “at-risk” students); affordability in terms of tuition; community engagement; leadership training of future generations; Afrocentric curricula and a competitive yet supportive learning environment, which is particularly beneficial in the Science, Technology, Engineering and Math (STEM) fields; a focus on teaching; and faculty and student diversity. The first half of this paper will focus on these strengths. These same national experts identified the challenges as low retention and graduation rates; lack of financial resources (especially for student scholarships and attracting faculty), and competition from historically White institutions (HWIs); the need for sustainable administrative leadership; lack of marketing of HBCU success stories; the pressures of desegregation and holding true to mission; the challenge of producing future scholars who care about the needs of HBCUs; small endowment size; and the persistent gender gaps in student enrollment. The second half of this paper will focus on these challenges. Practical implications – In addition, by identifying the strengths and challenges, researchers can assist practitioners at HBCUs as well as those in the policy and funding arenas in better understanding the needs of HBCUs. Social implications – The research on HBCUs has grown substantially over the past 30 years. However, this body of research still has substantial gaps and holes. If filled, many of these gaps and holes would lead to stronger institutions, greater knowledge on the impact of HBCUs and enhanced learning experiences for HBCU students. Many young scholars are interested in studying HBCUs but are often discouraged: when they approach their advisor with the topic, they are told it is not important and that their career will be limited by the topical choice. There is a lack of support within sections of the HBCU community for research that might uncover weaknesses or not treat HBCUs in an entirely favorable light. We encourage those interested in pursuing research related to HBCUs to find mentors who will support them in their pursuits. Originality/value – Although some of these topics and subsequent suggestions involve taking on controversial issues, it is important for individuals affiliated with and who care about HBCUs to conduct this research before uninformed outsiders do it (Gasman, 2006). There needs to be a concerted effort from HBCUs, HBCU faculty, HBCU scholar – practitioners and HBCU allies – the “insiders” and the “outsiders” – to ensure those closest to HBCUs have the opportunity to share their own voice, rather than simply have others speak for them. HBCU leaders and organizations that ignore negative data and institutional challenges do so at their own peril.
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Hasan Al Bajalani, Fatimah R., and Barham S. Abdulrahman. "Evaluating the Teaching of Academic Debate and Critical Thinking Course at Iraqi Kurdistan Universities." Academic Journal of Nawroz University 9, no. 3 (July 17, 2020): 178. http://dx.doi.org/10.25007/ajnu.v9n3a774.
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The study is based on the assumption that the current curricula in the Iraqi Kurdistan Universities (henceforth IKU) were not satisfactorily compatible with the scientific, technological and industrial needs of the Region’s markets. These curricula neither help students to develop their skills nor assist them in thinking creatively. Therefore, the new curricula are supposed to educate undergraduates to increase their capabilities in research, information dissemination and learning a second/foreign language. The Academic Debate and Critical Thinking (ADCT) course was added to all freshmen programs in order to prepare them for university life and make them proficient cadre for their future occupation. This course helps students to be critical thinkers and effective communicators. Since the new version of this course has been implemented for four years, this study attempts to evaluate the course and find out how it is taught, how effective it is, what topics are studied, what activities are used, what types of assessment are employed and what are the main challenges that teachers and students face in dealing with this course. The sample of the study are the teachers of ADCT and the first year students in the English departments in both Colleges of Basic Education at Salahaddin University-Erbil and the University of Sulaimani in the academic year 2017-2018. Two questionnaires were prepared using Google Form. The students’ responses revealed that debating is focused on, general social problems are debated, academic posters are used more, and group work is dominating class activities. As for teachers’ responses, they think that the objectives of the course are clear and achievable, discussion and debating are mostly used, and the assessment system suggested by the textbook is used accurately except for poster design which some teachers do not teach.
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Tahsildar, Nasim Danesh. "Afghanistan EFL Teacher Preparation Institutions and EFL Teaching Efficacy in Public Schools." JEELS (Journal of English Education and Linguistics Studies) 6, no. 1 (May 19, 2022): 111–34. http://dx.doi.org/10.30762/jeels.v6i1.89.
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In Afghanistan university context, English Departments focusing on preparing or educating EFL teachers’ candidates are of two types; the Education Colleges’ English Departments (ECED) and the Literature Colleges’ English Departments (LCED). The purpose of this research is to investigate the extent to which the two EFL teacher preparation institutions in Afghanistan universities educate efficacious EFL teachers so as to teach English at public schools. It also aims at comparing the teaching efficacy level of male and female EFL teachers as the graduates of the two different English Departments (ECED and LCED) with different curricula in order to find out how these Departments educate public school EFL teachers. The study applied a survey questionnaire to obtain the data from 105 graduates of two English Departments as novice EFL teachers recruited by 45 public schools in a province in Afghanistan. The findings showed that both Departments educate highly efficacious EFL teachers. However, the level of efficacy between the two Departments is significantly different. The study also has some implications to schools of EFL teachers to comprehend their level of professional efficacy and certain implications to English Departments, Universities, and Afghanistan Ministry of Higher Education to understand how different English Departments’ graduates meet the public schools’ EFL requirements.
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Tahsildar, Nasim Danesh. "AFGHANISTAN EFL TEACHER PREPARATION INSTITUTIONS AND EFL TEACHING EFFICACY IN PUBLIC SCHOOLS." JEELS (Journal of English Education and Linguistics Studies) 6, no. 1 (June 25, 2019): 111–34. http://dx.doi.org/10.30762/jeels.v6i1.1144.
Full textAbstract:
In Afghanistan university context, English Departments focusing on preparing or educating EFL teachers’ candidates are of two types; the Education Colleges’ English Departments (ECED) and the Literature Colleges’ English Departments (LCED). The purpose of this research is to investigate the extent to which the two EFL teacher preparation institutes in Afghanistan universities educate efficacious EFL teachers so as to teach English at public schools. It also aims at comparing the teaching efficacy level of male and female EFL teachers as the graduates of the two different English Departments (ECED and LCED) with different curricula in order to find out how these Departments educate public school EFL teachers. The study applied a survey questionnaire to obtain the data from 105 graduates of two English Departments as novice EFL teachers recruited by 45 public schools in a province in Afghanistan. The findings showed that both Departments educate highly efficacious EFL teachers. However, the level of efficacy between the two Departments is significantly different. The study also has some implications to schools of EFL teachers to comprehend their level of professional efficacy and certain implications to English Departments, Universities, and Afghanistan Ministry of Higher Education to understand how different English Departments’ graduates meet the public schools’ EFL requirements.
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Stevenson, Daryl H., and Paul D. Young. "The Heart of the Curriculum? A Status Report on Explicit Integration Courses in Christian Colleges and Universities." Journal of Psychology and Theology 23, no. 4 (December 1995): 248–60. http://dx.doi.org/10.1177/009164719502300404.
Full textAbstract:
Faculty in 46 Christian college and university psychology departments reported whether or not they teach explicitly integrative courses. Data analyzed included demographics, books used, course titles, pedagogical content and methods, and course goals. Results indicate that 33 of 46 institutions offer a full or partial course on integration. Most integration instructors are experienced, male, full professors, and typically teach seniors. Younger faculty place more emphasis on a value-committed approach, and women faculty are more likely to use cooperative learning. Instructors identified course goals and key issues suggesting that student outcomes ought to include deepening personal faith, understanding previous scholarly integrative thought, and critically evaluating new issues from a reasonably developed Christian world view. The absence of widespread consensus on form or content suggests that integrative instruction is closer to the margins than the heart of many psychology curricula in Christian institutions.
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Wai, Jonathan, Matt Brown, and Christopher Chabris. "Using Standardized Test Scores to Include General Cognitive Ability in Education Research and Policy." Journal of Intelligence 6, no. 3 (August 2, 2018): 37. http://dx.doi.org/10.3390/jintelligence6030037.
Full textAbstract:
In education research and education policy, much attention is paid to schools, curricula, and teachers, but little attention is paid to the characteristics of students. Differences in general cognitive ability (g) are often overlooked as a source of important variance among schools and in outcomes among students within schools. Standardized test scores such as the SAT and ACT are reasonably good proxies for g and are available for most incoming college students. Though the idea of g being important in education is quite old, we present contemporary evidence that colleges and universities in the United States vary considerably in the average cognitive ability of their students, which correlates strongly with other methods (including international methods) of ranking colleges. We also show that these g differences are reflected in the extent to which graduates of colleges are represented in various high-status and high-income occupations. Finally, we show how including individual-level measures of cognitive ability can substantially increase the statistical power of experiments designed to measure educational treatment effects. We conclude that education policy researchers should give more consideration to the concept of individual differences in cognitive ability as well as other factors.
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Ramaswamy, Hari Hara Sudhan. "The Prospect of Legal Education: An India Overview." Journal of Legal Studies 25, no. 39 (June 1, 2020): 31–43. http://dx.doi.org/10.2478/jles-2020-0002.
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AbstractEducation in India is losing its relevance. This seems much more applicable to the situation in the present day of legal education. This essay aims to focus on two aspects of legal education. Whilst, on one hand, it aims to provide details of the existing legal education system on the other, it aims to drive more attention to the various improvements and developments that are needed. The essay firstly shall describe the existing legal education system. It shall analyze and assess the curricula that are available for the various undergraduate law degrees available in India. It aims to provide an understanding of the perceived distinctions between the three-year law degree and the five-year law degree. As a second aspect, the essay aims to explore options to further the quality of legal education in India by considering examples of various law schools or colleges of law across the world that have consistently proven themselves as a cut-above not legal education and research in their global scale. Also, from the learnings of the gaps in the curricula of the law degrees as discussed previously, the essay shall provide suggestions on the various plausible collaborations with foreign law schools and universities for the benefit of the Indian law schools and colleges of law. As a third and final aspect, as a measure to curb fake or bogus law schools or colleges of law within India and to enhance the employability of law graduates in India at par with those across the globe, the essay aims to provide suggestions applicable for the present-day legal education scenario.
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Manyuk, Lubov. "Future Physicians’ Professional Communication Skills Training at US Universities: Structure and Content." Comparative Professional Pedagogy 6, no. 3 (September 1, 2016): 43–48. http://dx.doi.org/10.1515/rpp-2016-0032.
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AbstractProfessional training of physicians able to apply their skills in order to reflect the patients’ needs related to care, prevention and treatment of the diseases is one of the most common current trends in higher medical education. Due to the development of patient-centered relationships of physicians the attention of medical educators and scientists to the problem of professional communication and factors stimulating its development has grown drastically. The medical schools and colleges of US universities have already reached significant results in this area. Communicative training is one of the primary educational tasks of higher medical education in this country. Communicative courses are an obligatory component of professional training programs and curricula throughout all years of study. Valuable experience of the USA in this sphere may be useful for the educational development of our country. The paper analyzes the process of communicative training of future physicians at US universities; researches on the structure, content and evolution of professional communication programs and courses during the undergraduate years at medical schools and colleges. The key communicative skills have been defined and described. The main aspects of educational methodology referring to the evaluation of the communicative skills have been determined. The importance of physicians’ professional communication and its influence on the treatment outcomes have been stated. Moreover, the paper discusses the difficulties of the professional communicative training implementation into the undergraduate university curriculum in the USA and describes the ways of solving the problematic aspects of professional communication training of medical students caused by the personal ethical and educational issues.
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Hammond, Grant T. "The State of Undergraduate Education in International Relations." Political Science Teacher 2, no. 1 (1989): 1–4. http://dx.doi.org/10.1017/s0896082800000441.
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There can be no doubt about the increased attention focused on international relations. There is a need for, and interest in, undergraduate programs of instruction in the subject. Such initiatives are important to enable the U.S. to compete in the increasingly interdependent world of the 21st century. In the last few years, there have been a number of reports by various educational associations, task forces, panels and commissions all underscoring the need to do more in international studies and foreign language instruction. A number of colleges and universities have responded by changing curricula, starting new programs, and expanding existing ones. All this is admirable.Yet, it is possible to graduate from most colleges and universities in the country and know nothing about international relations. Students are woefully ignorant of world geography, recent world history, the importance of international economics in our daily lives, the circumstances in which the rest of the world lives, and how to communicate in another language. This situation is compounded by their lack of knowledge about different political systems and how they operate as well as the significance of many important political issues in the world today. We are in our education, if not our circumstances as a nation, essentially uninformed and isolationist towards other nations. Certainly this is a challenge to American undergraduate education.
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Hussain, Muhammad Shehu, Abdullahi Umar Alhasan, and Isah Nahoga Kamba. "TOWARDS INTEGRATING ALMAJIRI EDUCATION INTO BASIC EDUCATION: A STRATEGY FOR ACHIEVING MILLENIUM DEVELOPMENT GOALS." Sokoto Educational Review 14, no. 1 (June 30, 2013): 7. http://dx.doi.org/10.35386/ser.v14i1.85.
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This paper dwelt on integrating Almajiri Education into basic education. The objective of the paper discussed the integration of Almajiri Education into basic education as a strategy for achieving Millennium Development Goals. Basic Education and the United Nations Millennium Development Goals were explained. In addition, previous attempts made for integrating Quranic education into modern curricula, an attempt in the early 20th century in the southwestern part of the country were also discussed. Lastly, the use of traditional community authorities, the establishment of Ajami study centres in colleges of education and Universities, embarking on sensitization and mobilization of all stakeholders as well as the establishment of agencies that would coordinate the activities of Almajiri education as good strategies for enhancing the integration processes.
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Jia, Xinxin, Huibin Yu, Xiaofeng Li, Xiaohong Wang, Bo Tang, and Wang Miao. "Integrating Traditional Chinese Culture into Teaching Practice and Exploration – Taking the Numerical Analysis Course as an Example." Journal of Contemporary Educational Research 6, no. 4 (April 29, 2022): 53–59. http://dx.doi.org/10.26689/jcer.v6i4.3847.
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China’s excellent traditional culture has a history of thousands of years, which will have a significant influence on students’ thinking and behavior if integrated into teaching. In this paper, the Numerical Analysis course is taken as the research subject, and the main problems and causes of incorporating traditional culture as well as ideological and political education into teaching are analyzed. At the same time, as a way of integrating science into education, the strategy and specific implementation plan for the integration of traditional culture as well as ideological and political elements into numerical calculation methods are proposed. This provides a new idea and experience for basic mathematical courses in colleges and universities, which plays a role in traditional cultural, ideological, and political education curricula.
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Radwany, Steven M., Erica J. Stovsky, Dean M. Frate, Kevin Dieter, Sarah Friebert, Barbara Palmisano, and Margaret Sanders. "A 4-Year Integrated Curriculum in Palliative Care for Medical Undergraduates." American Journal of Hospice and Palliative Medicine® 28, no. 8 (April 25, 2011): 528–35. http://dx.doi.org/10.1177/1049909111406526.
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In order to graduate physicians prepared to effectively address clinical issues in palliative medicine and to comply with LCME requirements, the Northeastern Ohio Universities Colleges of Medicine and Pharmacy (NEOUCOM) integrated a coordinated four-year palliative care (PC) curriculum. This report describes the development of the longitudinal curriculum and provides helpful resources and strategies to guide clinicians and administrators undertaking similar efforts. This is a retrospective, descriptive report based on data collected throughout development of the new curriculum. A Palliative Care Advisory Committee initiated development of curricula in PC. An Office of Palliative Care was established to assess and coordinate offerings. Curriculum transformation was based on best practices. Two cornerstone pieces are highlighted: a mandatory hospice experience and a case based small group discussion prior to graduation.
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Christian, Carol A. "Creation of Educational Resources: A Research Scientist's Role." Symposium - International Astronomical Union 213 (2004): 545–48. http://dx.doi.org/10.1017/s0074180900193878.
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Material and resources for use in science education must contain accurate, up-to-date data and research results. Clearly when curricula and other materials for use in informal science education and for public understanding of science are developed, the direct interaction and influence of research scientists is beneficial. What is the role of scientists in resource development? In colleges and universities, educational materials are scientist-centric since scientists are the principal science educators and therefore create the specific courseware they need. In a pre-college educational environment, and in science museums (for example), appropriate product creation is driven by experienced educators and other experts. The research scientist, drawn from a research environment, may not be the best instigator of those resources.
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Zhang, Jiaxin, and Wei Fang. "Study on the Role of College Sports Games and Taekwondo Teaching Based on Information Health." Applied Bionics and Biomechanics 2022 (April 4, 2022): 1–6. http://dx.doi.org/10.1155/2022/2873759.
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Sports games and taekwondo have hitherto been core facets in colleges and university physical education curricula. This owes to the significant benefits derived from the duo, especially with the increase in sedentary lifestyles, resulting in dreaded repercussions when strenuous exercise is not brought into play. Taekwondo is a type of martial art known to have originated from Korea but has now gained popularity internationally. Some of the known benefits of taekwondo are reducing stress and improving cardiovascular system (CVS) physiology. On the other hand, sports games also help immensely in the physiological and mental health of college and university students. For instance, outdoor games are essential in the pulmonary system as indoor games are for mental health. The purpose of this study is to investigate the role of sports games and taekwondo teaching in colleges and universities. The prospective study was conducted on a sample of 195 students. Both qualitative and quantitative data were collected by random means. The data collected was then analyzed to find the type of distribution. The results indicated a normal distribution with a resultant bell curve. The central tendency and dispersion were calculated. A high level of decision-making, confidence, and fitness was noted in students practicing these activities in their colleges and universities vis-à-vis those who do not. Sports and taekwondo increase the level of training, which enhances the skeletal system to take up and utilize lipids. This process reduces the level of plasma lipids, thus preventing chronic health conditions like obesity and diabetes. In conclusion, sports and taekwondo are essential in maintaining a healthy standard and should always be incorporated into the college and university curriculum.
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Kennedy, R. W. "Toward Excellence in Forestry Education." Forestry Chronicle 66, no. 6 (December 1, 1990): 623–26. http://dx.doi.org/10.5558/tfc66623-6.
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Excellence in university forestry education can best be measured by the ability of graduates to analyze, to synthesize, and to discharge and communicate their stewardship of a public resource. Professionals should be devoted to continued learning through the course of their careers. Universities must encourage quality education by recognizing teaching as its paramount task. Curricula should reflect the broader responsibilities of today's manager of the forest estate, and reflect the different but equally important role of the technician. Undergraduate programs may have to be lengthened, while professional and scientific postgraduate programs continue to grow in terms of student numbers. Advanced degree offerings can be enhanced by cooperative arrangements for adjunct professors and sponsored chairs. Practicing foresters can contribute directly to students' education by providing seasonal employment structured to help the students understand and master their chosen profession. Finally, we all must work at enhancing the public understanding of forestry and foresters, so that larger numbers of well-qualified and motivated students are attracted to our profession and its associated colleges and universities.
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Kham, Van Tran. "Challenges for social work Education in Vietnam: Voice of social work students." Social Work and Social Sciences Review 18, no. 2 (May 5, 2016): 7–24. http://dx.doi.org/10.1921/swssr.v18i2.901.
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In the early 1990s, some academic institutions in Vietnam introduced the subject of social work into their curricula and began training students in related programs. The training was, however, not internally coherent, and social work education in Vietnam only really emerged in Vietnam in 2004, when the Ministry of Education and Training approved the national curriculum in the field. In 2010, the government of Vietnam recognized the urgent need for social work professionals to solve various social problems and build public welfare, democracy, and the socialist state. Since then, Vietnam’s social work education has developed rapidly. Currently there are around 55 universities and colleges at the national and provincial levels with active social work programs. But social work education in Vietnam faces many challenges. This paper gives voice to social work students on some of those challenges, including different layers of educators, licensing, materials, and practicum. The paper is based on a survey of, and interviews with, students from 17 universities in Vietnam, and includes concrete recommendations for improving the professional training of social work students.
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Kumar, KN Sunil. "Research Methodology component in Ayurveda study curriculum as key for excellence of Ayurveda post graduates." Journal of Ayurvedic and Herbal Medicine 2, no. 2 (April 25, 2016): 36–37. http://dx.doi.org/10.31254/jahm.2016.2201.
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The Central Council of Indian Medicine (CCIM) is the statutory body constituted under the Indian Medicine Central Council Act, 1970 vide gazette notification extraordinary part (ii) section 3(ii) dated 10.8.71. Since its establishment in 1971, CCIM is the top agency deciding the course content of Indian Medicine courses such as Bachelor of Ayurvedic Medicine and Surgeries (BAMS), Bachelor of Siddha Medicine and Surgeries (BSMS), Bachelor of Unani Medicine and Surgeries (BUMS), Bachelor of Homeopathic Medicine, Surgeries (BHMS), and Bachelor of Naturopathy and Yogic Sciences (BNYS) and the respective post graduate course (PG) Doctor of Medicine (MD). All the Colleges of Indian Systems of Medicine (ISM) are affiliated to various Universities in the country are following the minimum standards of education and Curricula and Syllabii, prescribed by the Central Council.[1]
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Kuratko, Donald F. "The Emergence of Entrepreneurship Education: Development, Trends, and Challenges." Entrepreneurship Theory and Practice 29, no. 5 (September 2005): 577–97. http://dx.doi.org/10.1111/j.1540-6520.2005.00099.x.
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Entrepreneurship has emerged over the last two decades as arguably the most potent economic force the world has ever experienced. With that expansion has come a similar increase in the field of entrepreneurship education. The recent growth and development in the curricula and programs devoted to entrepreneurship and new–venture creation have been remarkable. The number of colleges and universities that offer courses related to entrepreneurship has grown from a handful in the 1970s to over 1,600 in 2005. In the midst of this huge expansion remains the challenge of complete academic legitimacy for entrepreneurship. While it can be argued that some legitimacy has been attained in the current state of entrepreneurship education, there are critical challenges that lie ahead. This article focuses on the trends and challenges in entrepreneurship education for the 21st century.
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Gao, Mengdi, Qingyang Wang, Nan Wang, Zhilin Ma, and Lei Li. "Application of Green Design and Manufacturing in Mechanical Engineering: Education, Scientific Research, and Practice." Sustainability 14, no. 1 (December 27, 2021): 237. http://dx.doi.org/10.3390/su14010237.
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Green design and manufacturing strategies are necessary to cope with the current resource, energy, and environmental problems of the manufacturing industry. To meet various enterprises’ needs for green design and manufacturing, colleges and universities should integrate these concepts into their curricula. This study discusses the application of green strategies in the mechanical engineering field from the viewpoints of teaching, scientific research, and practical education. Based on its development and a basic connotation analysis, this study highlights the challenges and urgency of incorporating green concepts into teaching and research modules of mechanical engineering, as well as methods and implementation strategies to incorporate them in professional curricula using teaching method reform and the teaching and research integration method. An experimental training course of advanced manufacturing processes at the authors’ institution was amended to emphasize the integrated application of green design and manufacturing. This integration not only enriches the field of mechanical engineering but also provides scientific research directions and methods to educators, along with new ideas to imbibe students with mechanical talents for their technical development. These efforts lay the foundation for the sustainable development of China’s manufacturing industry.
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FORMOSA, MARVIN. "Four decades of Universities of the Third Age: past, present, future." Ageing and Society 34, no. 1 (August 2, 2012): 42–66. http://dx.doi.org/10.1017/s0144686x12000797.
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ABSTRACTThis paper discusses the origins and development of Universities of the Third Age (U3As) whilst also forwarding suggestions for possible roles, opportunities and directions in the future. The U3A has been rightly described as both an idea and movement, as each centre has a local foundation and relatively unique features. Whilst some U3As are attached to traditional universities and colleges, others are sturdily autonomous and wholly dependent on the efforts of volunteers. One also finds a variety of ethos, ranging from the provision of a traditional type of liberal-arts education, to the organisation of interest-group activities conducted through peer learning, to showing solidarity with vulnerable sectors of the older population. Academic commentaries on the U3A movement have been both supportive and critical. Whilst U3As have been lauded for leading older learners to improved levels of physical, cognitive, social and psychological wellbeing, other reports emphasise how many centres incorporate strong gender, social class, ageist and ethnic biases. One hopes that in future years the U3A movement will continue to be relevant to incoming cohorts of older adults by embracing a broader vision of learning, improving the quality of learning, instruction and curricula, as well as a wider participation agenda that caters for older adults experiencing physical and cognitive challenges.