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Journal articles on the topic 'University of Sydney Curricula'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Norman, Heidi. "Mapping More Than Aboriginal Studies: Pedagogy, Professional Practice and Knowledge." Australian Journal of Indigenous Education 43, no. 1 (August 2014): 42–51. http://dx.doi.org/10.1017/jie.2014.6.

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As undergraduate curriculum is increasingly required to meet a range of intellectual, professional practice and personal learning outcomes, what purpose does Australian Aboriginal Studies have in curriculum? Most Australian universities are currently in the process of developing institution-wide approaches to Indigenous Australian content in undergraduate curricula. One Australian university began this task by mapping how, where and why Indigenous perspectives, issues and content are included in undergraduate curriculum. This article reports on the findings of the mapping of Indigenous content and approaches to teaching at the University of Technology, Sydney (UTS) and thereby contributes to a strengths-based approach to understanding the purpose of Indigenous perspectives and issues in undergraduate curricula.

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Anning, Berice. "Embedding an Indigenous Graduate Attribute into University of Western Sydney's Courses." Australian Journal of Indigenous Education 39, S1 (2010): 40–52. http://dx.doi.org/10.1375/s1326011100001125.

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AbstractThe paper reports on embedding an Indigenous graduate attribute into courses at the University of Western Sydney (UWS), providing the background to the development and implementation of a holistic and individual Indigenous graduate attribute. It details the approach taken by the Badanami Centre for Indigenous Education in advising the UWS staff on the process for endorsement of the Indigenous graduate attribute. The UWS's recognition of its moral purpose and social responsibility to Indigenous people in Greater Western Sydney has led to the successful re-establishment of Indigenous education at UWS. The paper outlines the unique and innovative approach taken to implement the Indigenous graduate attribute, including: consultation across the Schools at UWS; developing and establishing relationships through the respect of disciplinary culture and tradition; the UWS-wide reform of the traditional discipline approach and the first step towards recognition of the domain of Indigenous knowledge in teaching and research; establishing a team of Indigenous academics; developing a learning and teaching framework for Indigenous knowledge and Indigenous studies; and integrating Indigenous content into curricula at UWS. The Department of Education, Employment and Workplace Relations funded UWS to develop the Indigenous graduate attribute and implement it by embedding cultural competency and professional capacity into UWS courses.

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Goulston, Kerry J., and R. Kim Oates. "Changes to the University of Sydney medical curriculum." Medical Journal of Australia 188, no. 8 (April 2008): 461–63. http://dx.doi.org/10.5694/j.1326-5377.2008.tb01716.x.

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Taylor, Thomas K. F. "Changes to the University of Sydney medical curriculum." Medical Journal of Australia 189, no. 7 (October 2008): 414–15. http://dx.doi.org/10.5694/j.1326-5377.2008.tb02102.x.

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Gough, Ian R. "Changes to the University of Sydney medical curriculum." Medical Journal of Australia 189, no. 7 (October 2008): 414–15. http://dx.doi.org/10.5694/j.1326-5377.2008.tb02103.x.

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Goulston, Kerry J., and R. Kim Oates. "Changes to the University of Sydney medical curriculum." Medical Journal of Australia 189, no. 7 (October 2008): 414–15. http://dx.doi.org/10.5694/j.1326-5377.2008.tb02104.x.

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Adamson, Barbara J., Adrienne E. Hunt, Lynne M. Harris, and Jill Hummel. "Occupational Therapists' Perceptions of Their Undergraduate Preparation for the Workplace." British Journal of Occupational Therapy 61, no. 4 (April 1998): 173–79. http://dx.doi.org/10.1177/030802269806100411.

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The health care environment is undergoing rapid change. This has major implications for health science education programmes. The extent to which university education prepares graduates for the requirements of the workplace has become an important issue in the health science literature. The present study investigated the perceptions of 144 graduate occupational therapists regarding the adequacy of their undergraduate education at the University of Sydney in equipping them for the workplace. The findings indicated that occupational therapy graduates perceived significant gaps between the knowledge and skills gained during their undergraduate course and those required in the workplace, particularly in the areas of communication with other health professionals and the general public, knowledge of the health industry and workplace management. This paper considers the implications of workplace requirements and expectations for the occupational therapy course curricula.

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Collins, G. H. "The Professional Practice Program in the University of Sydney Curriculum." Journal of Veterinary Medical Education 29, no. 2 (June 2002): 81–83. http://dx.doi.org/10.3138/jvme.29.2.81.

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Lessy, Zulkipli, Abd Rachman Assegaf, and Sangkot Sirait. "Inclusive Education at Islamic and General Universities: An Analysis of Policies, Teaching Strategies, and Curriculum Implementation." TARBIYA: Journal of Education in Muslim Society 8, no. 1 (September 20, 2021): 1–19. http://dx.doi.org/10.15408/tjems.v8i1.18992.

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AbstractThis study recruited participants from UIN Sunan Kalijaga and Universitas Sanata Dharma in Yogyakarta and the University of Sydney, and the University of Western Sydney in Australia and aimed at investigating whether policies are implemented as a bridge to accommodate disabled students for admission and academic pursuits. In this combined policy research and case study, individual, group, and policymaker interviews were conducted. The findings indicate that, while university policymakers admit students with special needs, a lack of academic advocates among faculty has hampered understanding of pertinent policies. As a result, some lecturers do not pay attention to inclusiveness. There are environmental impediments, a dearth of services throughout the enrollment process, a lack of faculty competencies, and a paucity of information in syllabi indicating where impaired students can access resources. In Australia, colleges are more forthright about accommodating students with special needs during the enrolling process and during class time. Both campuses have disability assessment clinics. However, some are more physically and centrally positioned to facilitate impaired students who self-refer for services. The purpose of this paper is to argue that genuinely inclusive education is not segregated schooling that separates 'normal' pupils from those with special needs. For authentic inclusion, disabled populations require considerate, if not extraordinary, care and services. AbstrakPenelitian ini merekrut partisipan di UIN Sunan Kalijaga dan Universitas Sanata Dharma di Yogyakarta serta University of Sydney dan University of Western Sydney di Australia dan bertujuan untuk investigasi apakah kebijakan sebagai sarana untuk mengakomodasi mahasiswa difabel pada proses pendaftaran dan pencapaian akademik. Penelitian kebijakan dan studi kasus ini dilakukan melalui serangkaian interview dengan individu, kelompok, pembuat kebijakan. Hasil penelitian menunjukkan bahwa meskipun para pengambil kebijakan menjamin penerimaan mahasiswa dengan kebutuhan khusus, lemahnya dukungan para pengajar telah mengurangi perhatian penerapan kebijakan yang relevan. Akibatnya, beberapa pengajar kurang menaruh perhatian pada inklusivitas. Terdapat halangan lingkungan, kurangnya layanan selama proses pendaftaran dan kompetensi para pengajar, serta kurangnya petunjuk dalam silabus menjelaskan dimana mahasiswa difabel mengakses sumber-sumber yang diperlukan. Kampus-kampus di Sydney lebih transparan dalam memfasilitasi mahasiswa difabel selama proses pendaftaran dan kuliah. Terdapat banyak pusat layanan, beberapa secara struktural terpusat di kampus untuk diakses. Artikel ini berargumentasi bahwa pendidikan inklusif itu bukan sistem kelas yang memisahkan mahasiswa ‘normal’ dari yang berkebutuhan khusus. Untuk inklusi, mahasiswa difabel perlu digandeng dan mendapatkan pengajaran dan layanan yang memadai.How to Cite: Lessy, Z., Assegaf, A. R., Sirait, S. (2021). Inclusive Education at Faith-Based and Non-Faith Based Universities: A Policy, Teaching, and Curriculum Analysis. TARBIYA: Journal of Education in Muslim Society, 8(1), 1-15. doi:10.15408/tjems.v8i1.18992.

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North, Sue. "Privileged knowledge, privileged access: early universities in Australia." History of Education Review 45, no. 1 (June 6, 2016): 88–102. http://dx.doi.org/10.1108/her-04-2014-0028.

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Purpose – The purpose of this paper is to show that Australia’s first two universities were connected to class status. It challenges the idea that these universities extended the “educational franchise” at their outset, by interrogating the characteristics of the student population in comparison with the characteristics of the population in the colonies. It looks at the curricula within the university system to show it is always “interested”, never neutral – it may be unique to the social, cultural, political and economic location of each university, but ultimately it benefits those who hold power in these locations. Design/methodology/approach – This research involves empirical analysis of characteristics of university students in Australia in the 1850s, including country of birth, religion, age, previous education and fathers’ occupation, as well as population demographics from the censuses that took place in the colonies of NSW and Victoria at that time. It also involves an analysis of the sociology of knowledge in nineteenth century Australian universities in light of this empirical data. Findings – Socio-political influences on the establishment of the first universities in Australia highlight the power of conferring legitimacy to particular areas of knowledge and to whom this knowledge was made available. Research limitations/implications – The research is limited to using the student data for the first three years of enrolment because in order to make comparisons between the student population and the population of the colonies, the student data needed to be from a time as close to the population census as possible. The Sydney census was in 1851, so student data from the University of Sydney was 1852-1854. The Melbourne census was in 1854, so student data from the University of Melbourne was 1855-1857. Originality/value – Australian historiography suggests that early universities in Australia were open to all, regardless of background. This paper challenges this orthodoxy through empirical findings and theoretical analysis.

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Anderson, Judy. "Supporting STEM Curriculum Implementation with Professional Learning: The University of Sydney STEM Teacher Enrichment Academy." Journal of Physics: Conference Series 1340 (October 2019): 012001. http://dx.doi.org/10.1088/1742-6596/1340/1/012001.

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Ramjan, John M., Catherine M. Costa, Louise D. Hickman, Margot Kearns, and Jane L. Phillips. "Integrating palliative care content into a new undergraduate nursing curriculum: The University of Notre Dame, Australia – Sydney experience." Collegian 17, no. 2 (July 2010): 85–91. http://dx.doi.org/10.1016/j.colegn.2010.04.009.

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Kligyte, Giedre, Alex Baumber, Mieke Van der Bijl-Brouwer, Cameron Dowd, Nick Hazell, Bem Le Hunte, Marcus Newton, Dominica Roebuck, and Susanne Pratt. "“Stepping in and stepping out”: Enabling creative third spaces through transdisciplinary partnerships." International Journal for Students as Partners 3, no. 1 (May 7, 2019): 5–21. http://dx.doi.org/10.15173/ijsap.v3i1.3735.

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This article explores how transformative higher education approaches can be fostered through an integration of the concepts of third space, Students as Partners (SaP), and transdisciplinarity in practical contexts. We describe a collaborative enquiry that engaged staff and students in a reflexive dialogue centred on the concepts of mutual learning, liminality, emergence, and creativity as enacted in the curriculum of a transdisciplinary undergraduate degree, the Bachelor of Creative Intelligence and Innovation (BCII) at the University of Technology Sydney in Australia. The key insights that emerged through this enquiry were: third spaces in curriculum can be enabled but not constructed, all parties need to embrace uncertainty and a mutual learning mindset, and that “stepping in and out” of such fluid liminal spaces can stimulate creativity. Based on our experience and exploration, we offer some practical recommendations to those seeking to create similar enabling conditions for third spaces in their own undergraduate programs.

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Westbrook, Johanna I., Joanne Callen, and Saranuj Tomornsak. "An Evaluation of the Postgraduate Diploma of Applied Science in Health Information Management." Health Information Management 27, no. 2 (June 1997): 74–78. http://dx.doi.org/10.1177/183335839702700206.

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Thirty-six students have graduated with a Graduate Diploma of Applied Science (Health Information Management) from the University of Sydney since the course was introduced in 1992. A survey of graduates was conducted to examine the extent to which they believed the course had provided them with sufficient knowledge and skills to become effective health information management practitioners. Options for changes to the course were also explored in the questionnaire. The results demonstrated that graduates strongly supported the existing curriculum. Increased opportunities for practical experience were suggested by many respondents. There was not strong support for an option to increase the length of the course. However, the option to commence study in January and undertake some classes in the inter-semester break was viewed positively by 68% of the graduates.

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McKenzie, Jo, and Kathy Egea. "Five years of FYE: Evolution, outcomes and lessons learned from an institutional program." Student Success 7, no. 2 (July 24, 2016): 65–76. http://dx.doi.org/10.5204/ssj.v7i2.345.

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The University of Technology Sydney First Year Experience program is an institution-wide, systematic approach to supporting the transition, retention and success of first year students from low socio-economic status backgrounds, within a philosophy that good practice for these students is good practice for all students. The program is based on third-generation first year practice and transition pedagogies. It includes central and faculty coordinators, small grants and learning communities enabling the development, embedding and sharing of transition practice in the curriculum. This good practice report describes the program, its evolution over five years and its impacts on academic and professional staff engagement and improving the success of students from low socio-economic status backgrounds. Lessons learned about the importance of central and local coordination, sharing practice underpinned by a scholarly framework and the use of data and strategic alignment are highlighted.

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Dimon, Richard, Lachlan Pettit, Caroline Cheung, and Rosanne Quinnell. "Promoting botanical literacy with a mobile application - CampusFlora - using an interdisciplinary, student-as-partners approach." International Journal for Students as Partners 3, no. 2 (September 19, 2019): 118–28. http://dx.doi.org/10.15173/ijsap.v3i2.3671.

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In this article, we describe our students-as-partners process for bringing undergraduate and academic staff together to develop a mobile application (app) - CampusFlora - for use across our campuses. Our project at the University of Sydney, Australia, was conceived as a way to improve the botanical literacy of biology students by engaging undergraduates to develop online maps of plant locations coupled with information relevant to biology curriculum. Through continuous improvements to the CampusFlora app system, we have expanded the user-base well beyond the life science student cohorts and now offer content that embraces cultural competence and organisational health initiatives. We offer reflections from student and staff partners on the project that highlight the value of the students-as-partners approach, and the potential value of establishing student partnerships across disciplines, across institutions, and into the community at large.

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Srinon, Udomkrit, Peter Robert White, and Wisut Jarunthawatchai. "Syllabus Development on Writing English News Stories for Kasetsart University Students, Thailand." English Language Teaching 15, no. 5 (April 29, 2022): 120. http://dx.doi.org/10.5539/elt.v15n5p120.

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An English syllabus was developed on writing English news stories for the English for Journalism course in the second semester of the 2014 academic year at Kasetsart University, Kamphaeng Saen campus, Thailand. The study focused on the development of material for writing hard-news and feature stories. The sample consisted of 154 students who had majored in English. The development and analysis of the syllabus for the course used a book titled English News: Reading and Writing developed by Peking University Press (2008). The analysis implemented current news stories in the course for their social and cultural contexts. The findings indicated that the designed curriculum worked well to some degree but that it was limited by the students’ lack of familiarity with writing news stories. We suggest various actions: 1) to further develop students’ writing ability, the lecturer should integrate more comprehensible inputs and material apart from those in the book; and 2) the news input material could be sourced from current news stories around the world with particular attention to Appraisal Framework (Martin & White, 2005) and the learning cycle proposed by the Sydney genre-based school (Martin & Rose, 1994), which are the main approaches under systemic functional linguistics, focusing on metafunctions (field, mode, tenor), the context of situation and the context of culture.

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Trad, Sloan Peter. "A framework for mapping sustainability within tertiary curriculum." International Journal of Sustainability in Higher Education 20, no. 2 (February 4, 2019): 288–308. http://dx.doi.org/10.1108/ijshe-09-2018-0151.

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PurposeSustainability within tertiary curriculum is hard to measure and often perceived to be illusive in nature. Existing higher education sustainability assessment tools rarely focus on the curriculum. This paper aims to establish and implement a tool that can measure sustainability integration within curriculum. The Faculty of Engineering and IT (FEIT) at University of Technology Sydney (UTS) is used as a case study.Design/methodology/approachA set of seven sustainability competencies are identified by means of a systematic literature review as the current knowledge of Education for Sustainable Development (ESD) competencies. ESD competency integration into the curriculum is assessed by implementing a two-tier scanning mechanism. In the first step, subject outlines (SOs) are used to identify sustainable subject learning outcomes (SLOs) and assessment learning outcomes (ALOs). Step 2 involves analysing ALOs and SLOs for constructive alignment with student experience. SPSS, a statistical software, is then used to statistically reflect the results.FindingsAn initial scan of SOs found that stated ESD outcomes made up 22.4 per cent of FEIT undergraduate courses. A more detailed investigation which involved assessing subject material and student experience for the seven ESD outcomes resulted in a 7.7 per cent sustainability integration into the FEIT undergraduate courses. SPSS produced tables showing individual competency distribution over course candidature year. Lifecycle assessment was invisible from the curriculum.Research limitations/implicationsCase study outcomes are limited to UTS, and therefore, specific-study outcomes cannot be generalised. This study attempted to trace sustainability learning outcomes through the curriculum. However, a more detailed study should also assess subject pedagogy and artefacts as these may enable or inhibit sustainability competency.Originality/valueStudy developed several methods to establish and evaluate subject level ESD claims. Academic staff and management are able to replicate methods of this study to map ESD within their courses, schools and/or faculties triggering conversation around ESD’s actual integration within curriculum. Based on ESD distribution, specific intervention recommendations are proposed.

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Groenlund, Catherine, and Boris Handal. "Contemporary Issues in Clinical Dental Teaching." Journal of Contemporary Dental Practice 14, no. 3 (2013): 501–10. http://dx.doi.org/10.5005/jp-journals-10024-1352.

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ABSTRACT Aim This research project sought to explore the issue of what constitutes effective clinical teaching in the minds of both students and teachers. Background As stakeholders of the dental clinical setting, teachers and students have valuable practical insights to share with the academic and professional community as to what constitutes effective dental teaching. Case description An explorative qualitative study of dental teachers’ and students’ perceptions of clinical teaching was carried out at the Faculty of Dentistry of Sydney University. Thirty-one clinical teachers and 12 students participated in this case study through an online questionnaire survey and a focus group, respectively. Responses were categorized in three major clusters, namely, instructional, curricular or organizational. Conclusion The findings reveal that both groups hold similar opinions on what constitutes effective clinical instruction including a shared passion for learning and teaching, being clear and organized, demonstrating clinical competencies as well as engaging in professional self-reflection. Most of the issues fell into the instructional cluster where establishing a positive relationship with students including providing constructive feedback at the clinical session came up as key factors contributing to the student experience. Clinical significance There is a demand from both students and teachers to standardize clinical procedures and protocols as well as having a greater synchronization in time and content between lectures and clinical work. How to cite this article Groenlund C, Handal B. Contemporary Issues in Clinical Dental Teaching. J Contemp Dent Pract 2013;14(3):501-510.

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Noble, Colin. "Sydney University." Japanese Studies 12, no. 1 (May 1992): 105–7. http://dx.doi.org/10.1080/10371399208521934.

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Ramsland, John. "The elite education of Lieutenant Arthur Wheen, MM." History of Education Review 44, no. 1 (June 1, 2015): 85–98. http://dx.doi.org/10.1108/her-01-2014-0001.

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Purpose – The purpose of this paper is to explore the educative experiences of Arthur Wesley Wheen – his socialisation and indoctrination within a devout family, on the one hand, and his elite classical schooling on the other hand. Such influences laid the seeds of internal conflict and were compounded at Teachers College, the Arts Faculty of the University of Sydney and at New College Oxford. It is argued that profound educative influences and the trauma of First World War shaped and redefined his life, work and personality as a scholar, cultural critic and translator. The impact of the curriculum and ethos of elite schooling on life interests is a major theme. Attempts will be made to discover from the vast mosaic of classical learning what eventually became inscribed on Wheen’s psyche. Design/methodology/approach – In this paper the author uses a critical biographical and life-study approach in the broad parameters of historical research by a close examination of primary and secondary sources including a rich vein of correspondence and related unpublished writings; school, teachers college and university records, battalion and personal war records and published literature, frequently contemporary in nature. In design subtle iconographic and psychoanalytic nuances will be drawn from the raw material of history. Findings – This research is intended to demonstrate how the traumatic requirements of a frontline soldier affected a profound disillusionment with imperial institutions. The study attempts to show how Wheen lost his religious convictions in the heat of total war and later became a passionate expatriate pacifist, social theorist and scholar. It is intended to reveal the complex layers of personal conviction. The author glances at the literary impact of AW Wheen’s translation of Erich Maria Remarque’s All Quiet on the Western Front and the Hollywood film version in terms of his contribution that has not been well recognised. Originality/value – The paper demonstrates how educative experiences led to significant literary outcomes and how elite classical educative forces shaped style and scholarly endeavour. It draws from history, theology, education and cultural studies and synthesises them.

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Wright, Richard. "University of Sydney." Australian Archaeology 22, no. 1 (June 1, 1986): 189–91. http://dx.doi.org/10.1080/03122417.1986.12093066.

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Callen, Joanne. "The University of Sydney, Sydney, New South Wales." Health Information Management 31, no. 4 (December 2003): 13–15. http://dx.doi.org/10.1177/183335830303100406.

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Lisenkov, A. N. "ENGINEERING IN UNIVERSITY CURRICULA." World of Transport and Transportation 14, no. 2 (April 28, 2016): 222–29. http://dx.doi.org/10.30932/1992-3252-2016-14-2-34.

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[For the English abstract and full text of the article please see the attached PDF-File (English version follows Russian version)].ABSTRACT The principles and contents of engineering approaches expounded in university curricula and designed to shape students’ responsible attitude to quality of final product of their work are considered. They include robust design of advanced systems and management activities, as well as methods of multicriteria evaluation of objects with indicators of different nature to make sound management decisions. Characteristics of software and techniques underlying teaching of disciplines on innovative and s t rategic management, personnel management of transport organizations is given. Keywords: transport, higher education, quality management, curricula, engineering, robust design, multi-criteria evaluation of objects, indicators of non-numerical nature, software, methodology.

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Elkana, Yehuda, Manfred D. Laubichler, and Adam S. Wilkins. "Call to reshape university curricula." Nature 467, no. 7317 (October 2010): 788. http://dx.doi.org/10.1038/467788c.

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Thornley, Mark. "Sydney University Increases Wildlife Focus." Australian Veterinary Journal 82, no. 3 (March 2004): 126. http://dx.doi.org/10.1111/j.1751-0813.2004.tb12628.x.

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Lawson, Peter R. "The Sydney University PAPA Camera." Publications of the Astronomical Society of Australia 11, no. 1 (April 1994): 50–54. http://dx.doi.org/10.1017/s1323358000019664.

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AbstractThe Papa camera is a photon-counting array detector that uses optical encoding to locate photon events on the output of a microchannel plate image intensifier. The Sydney University camera is a 256×256 pixel detector which can operate at speeds greater than 1 million photons per second and produce individual photon coordinates with a deadtime of only 300 ns. It uses a new Gray coded mask-plate which permits a simplified optical alignment and successfully guards against vignetting artifacts.

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Rood, Sarah, and Katherine Sheedy. "Sydney Rubbo." Microbiology Australia 30, no. 3 (2009): 30. http://dx.doi.org/10.1071/ma09s30.

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Born in Sydney in 1911, Sydney Dattilo Rubbo was educated at Sydney Boys? High School and the University of Sydney (BSc, 1934) before travelling to London to further his studies. He obtained a diploma in bacteriology from the London School of Hygiene and Tropical Medicine (1935) and was awarded a scholarship for microbiological research at the University of London (PhD, 1937). Returning to Australia in 1937, Rubbo took up an appointment as a senior lecturer in the Department of Bacteriology at the University of Melbourne where he taught students of medicine, dentistry, science and agricultural science. A ?brilliant and provocative lecturer?, he inspired a generation of students. He also studied and completed a medical degree (MB, BS, 1943) and in 1945, at the age of 33, was appointed Professor of Bacteriology (Microbiology from 1964), a position he held until 1969.

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Leask, Betty. "Bridging the Gap: Internationalizing University Curricula." Journal of Studies in International Education 5, no. 2 (June 2001): 100–115. http://dx.doi.org/10.1177/102831530152002.

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Koester, Jolene, and Myron W. Lustig. "Communication curricula in the multicultural university." Communication Education 40, no. 3 (July 1991): 250–54. http://dx.doi.org/10.1080/03634529109378848.

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Bates, Merrelyn. "Work‐integrated curricula in university programs." Higher Education Research & Development 27, no. 4 (December 2008): 305–17. http://dx.doi.org/10.1080/07294360802406775.

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Gordon, Jill, and Joanne Finkelstein. "University of Sydney, Medical Humanities Program." Academic Medicine 78, no. 10 (October 2003): 1069–70. http://dx.doi.org/10.1097/00001888-200310000-00042.

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Davis, J. "The Sydney University Stellar Interferometer (SUSI)." Symposium - International Astronomical Union 158 (1994): 135–42. http://dx.doi.org/10.1017/s0074180900107442.

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The Sydney University Stellar Interferometer has been designed and constructed as a two aperture, single ro, long baseline, optical interferometer with wavefront-tilt compensation and dynamic optical path length compensation. Initially it will operate in the blue part of the visual spectrum but provision has been made for the addition of an additional beam-combining system for a second spectral band. The rationale behind the choice of instrumental parameters, the potential developments which have been taken into account in its construction, and the current status of SUSI are outlined.

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Gero, John, Richard Coyne, and Mary Lou Maher. "Design Computing Unit: University of Sydney." Research in Engineering Design 2, no. 2 (June 1991): 109–15. http://dx.doi.org/10.1007/bf01579255.

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Kalimasi, Perpetua Joseph, and Chaya Herman. "Integrating entrepreneurship education across university-wide curricula." Industry and Higher Education 30, no. 5 (September 12, 2016): 344–54. http://dx.doi.org/10.1177/0950422216666668.

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This qualitative case study explores the integration of entrepreneurship education (EE) across the curricula in two public universities in Tanzania. Based on Shapero’s model of the entrepreneurial event, the feasibility and desirability of EE in the selected universities are analysed. In-depth interviews and document analysis were used for data collection. The findings show that cross-curricula EE remains limited, largely because its implementation does not fit the pedagogical needs of some disciplines. However, the study highlights the significant role of donor support in enhancing the feasibility of fostering EE across the curricula.

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Yusmawati, Yusmawati, and Johansyah Lubis. "The Implementation of Curriculum by Using Motion Pattern-Based Learning Media for Pre-school Children." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 187–200. http://dx.doi.org/10.21009/10.21009/jpud.131.14.

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This study aims to determine the implementation of curriculum in learning activities of pre-school children and develop motion pattern-based learning media for pre-school children. This research was carried out in thirty kindergartens in East Jakarta. It was conducted in 4 months, from June to October 2018. This research is included in the development and evaluation research (mixed method). The scope of the research is the implementation of curriculum and the development of learning media for pre-school children by using customized tools. Data was collected by using questionnaires and analyzed by using Guttman scale and Likert scale. Percentage of the implementation of learning for pre-schoolers in Kindergarten in East Jakarta is very good. The goal dimension got 98.2%, the content dimension got 99.3%, the method dimension got 99.3% and the evaluation dimension got 98.3%. The product of this study is a learning media that is adjusted to the implementation of motion pattern-based learning activities for pre-school children. Keywords: Early childhood education curriculum, Motion Pattern-Based Learning Media, Pre-school children References Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Asdi Mahasatya. Arikunto, S. (2014). Prosedur Penelitian. Jakarta: Rineka Cipta. Ayob, A., Badzis, M., & Nordin, A. L.Abdullah, R. (2016). Kurikulum Permata Negara. Tanjong Malim: NCDRC, UPSI. Azia, R. S. (1976). Curriculum Principles and Foundation. New York: Harper and Row Publisher. Boyle, T., & Phelps, R. (2010). Curriculum To Acknowledge Diversity. The International Journal of Learning, 17(2), 357–370. Brady, L. (1995). Curriculum development (5th ed.). Sydney: Prentice-Hall. Cholimah, N. (2012). Pengembangan Kurikulum PAUD Berdasarkan Permen 58 Tahun 2009. Criticos. (1996). Media. Amazon. George A.Beauchamp. (1981). Curriculum Theory. F.E. Peacock Publisher. Jamaris, M. (2006). Perkembangan dan Pengembangan Anak Usia Dini Taman Kanak-kanak. Jakarta: Gramedia Widiasarana. Johnson, M. (1967). Intentionality in Education. New York: Center for Curriculum Research and Services. Kawaitouw, Y. I., Widiastuti, A. A., & Kurniawan, M. (2018). Unit Studies Curriculum: Strategi Guru Dalam Implementasi Kurikulum di Jungle School Sidomukti. Jurnal Pendidikan Usia Dini, 12(November), 371–380. Kerlinger, F. N. (1990). Asas-asas Penelitian Behavioral (3th ed.). Yogyakarta: Gajah Mada University Press. Langgulung, H. (1989). Manusia dan Pendidikan: Suatu Analisa Psikologik dan Pendidikan. Jakarta: Pustaka al-Husna. MacDonald, J. B. (1965). Educational Models for Instruction. Washington DC: The Association for Supervision and Curriculum Development. Morrison, G. S. (2012). Dasar-dasar Pendidikan Anak Usia Dini. Jakarta: Indeks. Olivia, P. F. (1992). Developing the Curriculum (Third Edit). New York: Harper Collins Publishers Inc. Ornstein, A. C. (2004). Curriculum:Foundation, Principles, and Issues. Boston: Pearson Education, Inc. Ozturk, I. H. (2011). Curriculum Reform and Teacher Autonomy in Turkey: the case of the History Teaching". International Journal of Instruction, 4 (2)(2), 113–127. Prihatini, P. (2014). Kajian Ide Kurikulum 2012 PAUD dan Implikasinya dalam Pengembangan KTSP. Cakrawala: Jurnal Pendidikan Anak USia Dini. Rahelly, Y. (2018). Implementasi Kurikulum 2013 Pendidikan Anak Usia Dini di Sumatera Selatan. Jurnal Pendidikan Usia Dini, 12(November), 381–390. https://doi.org/https://doi.org/10.21009/JPUD.122.19 Rohmansyah, N. A. (2017). Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Pemahaman Konsep Pendidikan Jasmani Pada Pembelajaran Tematik Terintegrasi Siswa Kelas IV. JURNAL PENJAKORA, 4(28–35). Saylor, J. G., & Alexander, W. M. (1981). Curriculum Planning for Better Teaching and Learning. Holt-Rinehart and Winston. Sujiono, Y. N. (2009). Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: Indeks. Sukmadinata, N. S. (2000). Pengembangan Kurikulum Teori dan Praktek. Bandung: Remaja Rosdakarya. Sutapa, P. (2014). Pengembangan Model Pembelajaran Pendidikan Jasmani Berbasis Kinestetik Untuk Anak Usia Pra Sekolah. Yogyakarta. Webster. (1993). Webster’s New International Dictionary. GC Company. Widoyoko, E. P. (2012). Evaluasi Program Pembelajaran. Yogyakarta: Pustaka Pelajar. Winarno. (2011). Winarno. Metodologi dalam Penelitian Pendidikan Jasmani. Malang: Media Cakrawala Press. Winarso, W. (2017). Dasar Pengembangan Kurikulum Sekolah, (January 2015).

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Takala, Marjatta, Marie Nordmark, and Karin Allard. "University Curriculum in Special Teacher Education in Finland and Sweden." Nordic Journal of Comparative and International Education (NJCIE) 3, no. 2 (May 28, 2019): 20–36. http://dx.doi.org/10.7577/njcie.2659.

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The education of special teachers’ is seldom studied, and when it is examined, it is compared primarily with general teacher education. The written academic curricula reflect scientific, professional, social, and ethical values, goals, and competences in education, school and society. This study analyses the special teacher education (STE) curricula from six Finnish and seven Swedish universities. The results show that Finnish STE curricula consists of 60 credits over one year , while the Swedish curricula comprises 90 credits over 1.5 years. Finnish STE can be called a “combo degree,” which addressed various learning difficulties, and Swedish STE transformed it into a specialization, with five different options. Teaching practice is essential in Finnish education, but does not exists as such in Sweden. Inclusive elements are somewhat present in the curricula, often in the form of co-operation. The core contents in these two countries are discussed and compared.

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Biasutti, Michele, Theodora De Baz, and Hala Alshawa. "Assessing the Infusion of Sustainability Principles into University Curricula." Journal of Teacher Education for Sustainability 18, no. 2 (December 1, 2016): 21–40. http://dx.doi.org/10.1515/jtes-2016-0012.

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Abstract The current paper presents the assessment of the infusion of sustainability principles into university curricula at two Jordanian universities. The peer review process of revising the curricula infusing sustainability principles is also discussed. The research methodology involved quantitative methods to assess the revised courses. The results revealed the following: the most relevant ESD themes in the revised curricula were “human connections to the physical and natural world”, and “ethics/values”. The most relevant ESD topics were: “sustainable production/consumption” and “health promotion”. The most infused ESD pillars (competencies) were: “learning to know” and “learning to do”. The most relevant ESD principles were: “practiced locally” and “responds through applied learning”. The findings offered a rich scenario of the strategies applied by the university professors in revising the curricula, providing evidence of a mental attitude to adopt ESD strategies, as well as a goal-oriented approach in curriculum planning. The paper also discusses the implications of the study results for syllabus revision and development, as well as the refinement of the teaching methods that focus on infusing sustainability into university curricula.

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Gregory, Jenny. "Sydney: the Making of a Public University." Australian Historical Studies 45, no. 1 (January 2, 2014): 144–45. http://dx.doi.org/10.1080/1031461x.2014.877794.

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Caine, Barbara. "Women's studies at the University of Sydney." Australian Feminist Studies 13, no. 27 (April 1998): 99–106. http://dx.doi.org/10.1080/08164649.1998.9994893.

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Warner, Robin. "Some thoughts from the university of Sydney." Journal of Geography in Higher Education 16, no. 1 (January 1992): 103–4. http://dx.doi.org/10.1080/03098269208709174.

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Encel, Sol. "Student Radicalism at the University of Sydney." Minerva 41, no. 4 (2003): 415–19. http://dx.doi.org/10.1023/b:mine.0000005289.45571.4a.

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Hays, Richard B., Fay Acklin, Phillip Chan, Alan Davis, Lindy McAllister, Barbara Murphy, Judith Romanini, Vicki Williams, and Ellen McEwen. "The University of Sydney Rural Careers Project." Australian Journal of Rural Health 1, no. 3 (May 1993): 23–25. http://dx.doi.org/10.1111/j.1440-1584.1993.tb00076.x.

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Davis, J., and W. J. Tango. "The Sydney University 11.4m Prototype Stellar Interferometer." Publications of the Astronomical Society of Australia 6, no. 1 (1985): 34–38. http://dx.doi.org/10.1017/s1323358000026606.

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AbstractThe Chatterton Astronomy Department has constructed an 11.4 m baseline prototype stellar interferometer as part of its long term programme of high angular resolution astronomy. The background and present status of the instrument is described.

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Turtle, A. J. "Radio astronomy at the University of Sydney." Astrophysics and Space Science 118, no. 1-2 (January 1986): 83–85. http://dx.doi.org/10.1007/bf00651112.

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Darian-Smith, Kate. "Sydney: The Making of a Public University." Journal of Australian Studies 37, no. 3 (September 2013): 406–9. http://dx.doi.org/10.1080/14443058.2013.819141.

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Lazarus, Ross. "Medical education at the University of Sydney." Australian Journal of Public Health 19, no. 5 (February 12, 2010): 526–27. http://dx.doi.org/10.1111/j.1753-6405.1995.tb00426.x.

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Chen, Jessie Hsiao-Shien. "Curriculum Analysis of University Music Departments in Taiwan." International Journal of Social Sciences and Artistic Innovations 1, no. 1 (September 30, 2021): 18–25. http://dx.doi.org/10.35745/ijssai2021v01.01.0004.

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This study analyzed and compared the curricula of university music departments in Taiwan through time. The curricula were collected from each university before and after the abolition of Martial Law (c.1987) as well as Education Reform (c.1997). The curricula were created by the music departments of Taipei National University of the Arts (TNUA), National Taiwan Normal University (NTNU), and Soochow University (SCU) which represent arts university, normal university, and comprehensive university, respectively. The trend of the curriculum in the three universities reflected the changes of music departments through time. Arts universities, normal universities, and comprehensive universities share commonalities but differentiate by specialties.

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O’Byrne, J. W., Graeme L. White, J. I. Harnett, and J. D. Biggs. "Adult Classes in Astronomy at Sydney University (1976-1986)." Publications of the Astronomical Society of Australia 6, no. 4 (1986): 516–19. http://dx.doi.org/10.1017/s1323358000018464.

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AbstractAdult education classes in astronomy have been conducted in Sydney for many years. The University of Sydney has been especially prominent in this field, holding classes in conjunction with the Sydney WEA prior to 1983, and independently since then. In the last 11 years, most of these courses have been conducted by postgraduate students from the Astrophysics and Astronomy departments in the University’s School of Physics. This paper describes these courses and points out some future possibilities in the teaching of astronomy to adult classes.

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Aral, Neriman, Metin Kartal, Hamide Deniz Gülleroğlu, Berna Aslan, Ece Özdoğan Özbal, Sebahat Aydos, Gül Kadan, and Ayşemine Dinçer. "Children’s University: How Does It Make a Difference?" SAGE Open 12, no. 1 (January 2022): 215824402110685. http://dx.doi.org/10.1177/21582440211068514.

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Last five decades have witnessed the comprehensive growth of science education around the world as the science is regarded as the major tenets of innovation and economic growth. Various extant studies on science education have concentrate on how to deliver and put the science in both curriculum and classrooms. However, there are rarely researches on the evaluation of the science curriculum and its impact on the scientific skills. Likewise, despite the science curricula being implemented from the 2009 onward in Ankara Children’s University, they have not yet been evaluated so far. This is the why it is essential for the evaluation of them due to the changes in the national science curricula and technological developments. This study aims at evaluating to update, change, or reform the science curricula in terms of learning objectives, content, learning activities, and the evaluation. Utilizing the mixed method, the study group was composed of 1,218 participating children and nine science educators. Program evaluation and semi-structured interview forms were developed to collect the data. Then, the QUAN&QUAL data were analyzed by the programs. The findings are as the followings: the curricula meet the expectations of children and help them to learn something new and to develop the skills to use in daily lives. Moreover, the top three things mostly liked are the play-based activities, learning something new and learning further about animals. Science educators have mentioned that children’s sense of curiosity, their active participation, and questions throughout the enactment of the science curricula made them happy.

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