Bibliografías temáticas / University of New Mexico. College of Education

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Literatura académica sobre el tema "University of New Mexico. College of Education"

Autor: Grafiati
Publicado: 25 de julio de 2024
Última modificación: 26 de julio de 2024

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Artículos de revistas sobre el tema "University of New Mexico. College of Education"

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St. Hilaire, Rolston, and James M. Thompson. "Integrating a University and Community College Course in Landscape Construction." HortTechnology 15, no. 1 (2005): 181–85. http://dx.doi.org/10.21273/horttech.15.1.0181.

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Strong linkages among 2-year community colleges and 4-year universities are likely to foster the transition of more students into higher education and enhance student diversity. Two New Mexico educational institutions, Doña Ana Branch Community College (a 2-year community college) and New Mexico State University (a 4-year university), offered a landscape construction class as a joint course offering for students at both institutions. The objective of this educational approach was to develop a system that facilitates the seamless integration of compatible curricula from a community college and a university. Course evaluations showed that 63% of students enrolled in the combined class rated the combining of a university and community college class as an above average or excellent model of education. When asked to rate whether classroom materials and laboratory activities supported learning, 94% of the class rated those materials as excellent. Eighty-eight percent of students rated the presentation of subject matter as above average or excellent when asked if the subject matter was presented in an interesting manner. Students valued the experiential learning projects and would highly recommend the course to their peers. In this redesigned course, women and minorities constituted 63% of the class, suggesting that this educational approach has the potential to retain a large number of underrepresented groups in landscape horticulture. We conclude that this collaborative approach for teaching landscape horticulture is likely to enhance horticultural education and foster a seamless educational experience for students who transition from a community college to a university. Also, this educational approach could serve as a model for curricula that combine practical knowledge with advances in science and technology.
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St. Hilaire, Rolston, and James M. Thompson. "Integrating a University and Community College Course in Landscape Construction." HortTechnology 15, no. 2 (2005): 409–13. http://dx.doi.org/10.21273/horttech.15.2.0409.

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Strong linkages among 2-year community colleges and 4-year universities are likely to foster the transition of more students into higher education and enhance student diversity. Two New Mexico educational institutions, Doña Ana Branch Community College (a 2-year community college) and New Mexico State University (a 4-year university), offered a landscape construction class as a joint course offering for students at both institutions. The objective of this educational approach was to develop a system that facilitates the seamless integration of compatible curricula from a community college and a university. Course evaluations showed that 63% of students enrolled in the combined class rated the combining of a university and community college class as an above average or excellent model of education. When asked to rate whether classroom materials and laboratory activities supported learning, 94% of the class rated those materials as excellent. Eighty-eight percent of students rated the presentation of subject matter as above average or excellent when asked if the subject matter was presented in an interesting manner. Students valued the experiential learning projects and would highly recommend the course to their peers. In this redesigned course, women and minorities constituted 63% of the class, suggesting that this educational approach has the potential to retain a large number of underrepresented groups in landscape horticulture. We conclude that this collaborative approach for teaching landscape horticulture is likely to enhance horticultural education and foster a seamless educational experience for students who transition from a community college to a university. Also, this educational approach could serve as a model for curricula that combine practical knowledge with advances in science and technology.
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3

Belgarde, Mary Jiron, and Richard K. Loré. "The Retention/Intervention Study of Native American Undergraduates at the University of New Mexico." Journal of College Student Retention: Research, Theory & Practice 5, no. 2 (2003): 175–203. http://dx.doi.org/10.2190/ml98-8wqf-efwp-7mcy.

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Student service programs act as key resources to help students persist in school until graduation. However, some critics question whether service programs aimed at specific ethnic populations contribute sufficiently toward their persistence. Tinto (1975) argues that the stronger one is integrated into the institution, the more likely he/she will graduate from college. Thus, Native students' use of Native and non-Native student service programs is likely to effect the strength of their integration. The article presents study findings to explain how Native undergraduates used mainstream and Native programs to support their persistence to graduation at the University of New Mexico. It reports the students' levels of involvement, satisfaction of the services received, and why some students didn't use them. It also includes stop-out information and reasons for stopping out. Finally, the authors discuss how the findings and conclusions may be viewed in light of Native philosophy and views on education.
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Cortina, Regina. "Globalization, Social Movements, and Education." Teachers College Record: The Voice of Scholarship in Education 113, no. 6 (2011): 1196–213. http://dx.doi.org/10.1177/016146811111300605.

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Background/Context This essay is a part of a special issue that emerges from a year-long faculty seminar at Teachers College, Columbia University. The seminar's purpose has been to examine in fresh terms the nexus of globalization, education, and citizenship. Participants come from diverse fields of research and practice, among them art education, comparative education, curriculum and teaching, language studies, philosophy of education, social studies, and technology. They bring to the table different scholarly frameworks drawn from the social sciences and humanities. They accepted invitations to participate because of their respective research interests, all of which touch on education in a globalized world. They were also intrigued by an all-too-rare opportunity to study in seminar conditions with colleagues from different fields, with whom they might otherwise never interact given the harried conditions of university life today. Participants found the seminar generative in terms of ideas about globalization, education, and citizenship. Participants also appreciated what, for them, became a novel and rich occasion for professional and personal growth. Purpose/Objective With globalization—a term that signifies the ever-increasing interconnectedness of markets, communications and human migration—social and economic divides in countries around the world are hindering the access of many people to the major institutions of society, including and especially education. My goal in this essay is to reflect on the dilemma that John Dewey identified in Democracy and Education regarding the “full social ends of education” and the agency of the nation-state. Against the historical background of the nation-state's control of the meaning of public education, my intent is to search for new meanings defining public education through human agency and social movements, using Mexico as an example. My essay, written on the 200th anniversary of Mexico's Independence in 1810 and on the 100th anniversary of the Mexican Revolution, reflects on these two major events and how they contributed to shifts in the social meaning of education over time. Two groups—women and indigenous people—did not benefit proportion-ately from education, citizenship and social opportunity. My argument is that the empowerment of women and indigenous groups took place not because of state action but because of social movements contesting the restricted identity and incomplete citizenship provided for them through the capacity of the nation-state. It is crucial to understand the “full social ends of education” to see the way forward in strengthening education, citizenship and social opportunity. Conclusions/ Recommendations My participation in the faculty seminar and the readings we discussed led me towards the rediscovery of the writings of John Dewey, which stimulated my thinking about the “full social ends of education” against the historical background of the nation-state's control of the meaning of public education and my own inquiry to search for new meanings of public education through human agency and social movements. Moreover, the writings of Dewey during his visit to Mexico in 1926 opened a new research agenda for me. I have become increasingly interested in a period of Mexican education that is not well researched, particularly the role of John Dewey's students at Teachers College, Columbia University in the development of Mexico's public education system during the 1920s and 1930s and the creation of the Mexican rural schools and the middle schools during that era.
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Erwin, Christopher, and Melissa Binder. "Does Broad-Based Merit Aid Improve College Completion? Evidence from New Mexico's Lottery Scholarship." Education Finance and Policy 15, no. 1 (2020): 164–90. http://dx.doi.org/10.1162/edfp_a_00270.

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We use the natural experiment of a state lottery scholarship to measure the effect of generous financial aid on graduation rates at New Mexico's flagship public university. During the study period, the scholarship program paid full tuition for eight semesters for any state resident earning a 2.5 grade point average in their first semester at any public two-year or four-year college. We find a significant positive completion effect of 10 percentage points (17.9 percent) for academically well-prepared students that is offset by a large negative effect of 11.6 percentage points (38.8 percent) for less-prepared students. We posit that the scholarship program, which effectively erased the difference in tuition at two- and four-year colleges, may have induced weaker students to take their chances on a more prestigious, yet riskier, academic path.
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Tarasova, Maria. "Highlights of the 2019 honors session at the International Students’ Conference in Siberian Federal University, Russia." Journal of the European Honors Council 4, no. 1 (2020): 1–7. http://dx.doi.org/10.31378/jehc.117.

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In honors education, creating a community of talented and ambitious students is a goal of primary importance. Honors sessions at international conferences contribute to globalization of the honors community and offer opportunities for starting the dialogue between honors students of different universities and diverse academic fields. The current note provides insight into the discussion at the honors session organized by SibFU Honors College at the international students’ conference “Prospect Svobodny 2019” at the premises of Siberian Federal University in Krasnoyarsk, Russia. The author describes the results of the interdisciplinary research activities presented at the session by honors students from Texas Christian University, Western Michigan University, University of New Mexico, Lamar University, and Siberian Federal University. The note reveals how the honors students’ sessions become forums for reflecting on the value of learner agency and also for exploring the areas of prospective collaboration in interdisciplinary research for honors students worldwide.
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Nelson, Joe. "Reviewer Acknowledgements for World Journal of English Language, Vol. 13, No. 7." World Journal of English Language 13, no. 7 (2023): 613. http://dx.doi.org/10.5430/wjel.v13n7p613.

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World Journal of English Language wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.World Journal of English Language is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: wjel@sciedupress.comReviewers for Volume 13, Number 7Abdulfattah Omar, The Australian National University, AustraliaAli Hussein Hazem, University of Patras, GreeceAmer M Th Ahmed, Dhofar University, OmanAnna Maria Kuzio, University of Zielona Gora, PolandAntonio Piga, University of Cagliari, ItalyAtyaf Hasan Ibrahim, University of Diyala, IraqAyman Khafaga, Suez Canal University, EgyptAyman Rashad Rashid Yasin, Princess Sumaya University for Technology, JordanBerhane Gerencheal, Aksum University, EthiopiaChunlin Yao, Tianjin Chengjian University, ChinaDaniel Ginting, Universitas Ma Chung, IndonesiaDeena Elshazly, Arab Academy for Science, Technology and Maritime Transport, EgyptDon Anton Balida, International College of Engineering and Management, OmanFrans Sayogie, Universitas Islam Negeri Syarif Hidayatullah Jakarta, IndonesiaHameed Yahya Ahmed Al-Zubeiry, Al-Baha University, Saudi ArabiaHerman, Universitas HKBP Nommensen Pematangsiantar, IndonesiaHouaria Chaal, Hassiba Ben Bouali University of Chlef, AlgeriaHussain Hamid Ali Ghazzaly, Al-Azhar University, EgyptInayatullah Kakepoto, Quaid-e-Awam University of Engineering Science & Technology, Nawabshah, PakistanJamal Uthman Nogoud, University of Buraimi, OmanJaypee R. Lopres, Gallup McKinley County Schools, New Mexico Public Education Department, USAJergen Jel A. Cinco- Labaria, Western Philippines University, PhilippinesKaya özçelik, Atılım University, TurkeyKristiawan Indriyanto, Universitas Prima Indonesia, IndonesiaL. Santhosh Kumar, Kristu Jayanti College (Autonomous), IndiaLeila Lomashvili, Shawnee State University, USALihong Ding, Lanzhou University of Arts and Sciences, ChinaMaria del Mar Sanchez Ramos, University of Alcalá, SpainMohamad Amin Shirkhani, University of sistan and baluchestan, IranMohamad Fadhili bin Yahaya, Universiti Teknologi Mara Perlis Branch, MalaysiaMohammed AbdAlgane, Qassim University, Saudi ArabiaMuhammad Farkhan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, IndonesiaMuhammad Mooneeb Ali, HED punjab, PakistanMuhammed Ibrahim Hamood, University of Mosul, IraqMundi Rahayu, Universitas Islam Negeri Maulana Malik Ibrahim Malang, IndonesiaMusa Saleh, Qimam Al-Ulum Institute for Languages, Saudi ArabiaNing Li, Guangdong Pharmaceutial University (GDPU), ChinaNitin Malhotra, Gobindgarh Public College, IndiaNuriadi Nuriadi, University of Mataram, IndonesiaOlena Andrushenko, Universität Augsburg, GermanyOmar (Mohammad-Ameen) Hazaymeh, Al-Balqa Applied University / Al-Huson University College, JordanOmsalma Ahmed, University of Hail, Saudi ArabiaS. V. Dhanawade, Vivekanand College (Autonomous) Kolhapur, IndiaSaif Ali Abbas Jumaah, University of Mosul College of Arts Dept. Media and English Communication, IraqSantri Djahimo, Nusa Cendana University, IndonesiaŞenel, Müfit, 19 Mayıs University, TurkeyServais Dieu-Donné Yédia DADJO, University of Abomey-Calavi, BeninShalini Yadav, Compucom Institute of Technology and Management, IndiaShangrela Genon-Sieras, Mindanao State University, Main Campus, PhilippinesWarid Bin Mihat, Academy of Language Studies, MARA University of Technology (UiTM), MalaysiaZaldy Maglay Quines, Royal Commission for Jubail and Yanbu, Saudi Arabia
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Nelson, Joe. "Reviewer Acknowledgements for World Journal of English Language, Vol. 13, No. 6." World Journal of English Language 13, no. 6 (2023): 576. http://dx.doi.org/10.5430/wjel.v13n6p576.

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World Journal of English Language wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.World Journal of English Language is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: wjel@sciedupress.comReviewers for Volume 13, Number 6Aissa HANIFI, University of Chlef, AlgeriaAli Hussein Hazem, University of Patras, GreeceAndrés Canga, University of La Rioja, SpainAnna Maria Kuzio, University of Zielona Gora, PolandAntonio Piga, University of Cagliari, ItalyAtyaf Hasan Ibrahim, University of Diyala, IraqAyman Rashad Rashid Yasin, Princess Sumaya University for Technology, JordanChunlin Yao, Tianjin Chengjian University, ChinaDaniel Ginting, Universitas Ma Chung, IndonesiaDon Anton Balida, International College of Engineering and Management, OmanElena Alcalde Peñalver, University of Alcalá, SpainFatma Abusrewel, The University of Tripoli, LibyaFrans Sayogie, Universitas Islam Negeri Syarif Hidayatullah Jakarta, IndonesiaHerman, Universitas HKBP Nommensen Pematangsiantar, IndonesiaHossein Salarian, University of Tehran, IranHouaria Chaal, Hassiba Ben Bouali University of Chlef, AlgeriaHussain Hamid Ali Ghazzaly, Al-Azhar University, EgyptInayatullah Kakepoto, Quaid-e-Awam University of Engineering Science & Technology, Nawabshah, PakistanJânderson Coswosk, Instituto Federal do Espírito Santo, BrazilJaypee R. Lopres, Gallup McKinley County Schools, New Mexico Public Education Department, USAJergen Jel A. Cinco- Labaria, Western Philippines University, PhilippinesKanthimathi Krishnasamy, Shrimathi Devkunvar Nanalal Bhatt Vaishnav College for Women, IndiaKristiawan Indriyanto, Universitas Prima Indonesia, IndonesiaL. Santhosh Kumar, Kristu Jayanti College (Autonomous), IndiaLeila Lomashvili, Shawnee State University, USALi Ping Chang, National Taipei College of Business, TaiwanMohammad Hamad Al-khresheh, Northern Border University, Saudi ArabiaMohammed AbdAlgane, Qassim University, Saudi ArabiaMuhammad Farkhan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, IndonesiaMuhammad Mooneeb Ali, HED punjab, PakistanMuhammed Ibrahim Hamood, University of Mosul, IraqMundi Rahayu, Universitas Islam Negeri Maulana Malik Ibrahim Malang, IndonesiaMusa Saleh, Qimam Al-Ulum Institute for Languages, Saudi ArabiaNing Li, Guangdong Pharmaceutical University (GDPU), ChinaNitin Malhotra, Gobindgarh Public College, IndiaNuriadi Nuriadi, University of Mataram, IndonesiaOlena Andrushenko, Universität Augsburg, GermanyOmar (Mohammad-Ameen) Hazaymeh, Al-Balqa Applied University / Al-Huson University College, JordanOmsalma Ahmed, University of Hail, Saudi ArabiaÖzkanal, Ümit, Eskisehir Osmangazi University, TurkeySafi Eldeen Alzi’abi, Jerash University, JordanSaif Ali Abbas Jumaah, University Of Mosul College Of Arts Dept. Media and English Communication, IraqSantri Djahimo, Nusa Cendana University, IndonesiaŞenel, Müfit, 19 Mayıs University, TurkeyServais Dieu-Donné Yédia DADJO, University of Abomey-Calavi, BeninShalini Yadav, Compucom Institute of Technology and Management, IndiaWARID BIN MIHAT, Academy of Language Studies, MARA University of Technology (UiTM), MalaysiaZaldy Maglay Quines, Royal Commission for Jubail and Yanbu, Saudi Arabia
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Fondo, Marta, and Schiro Withanachchi. "Crossing Borders in Business and Economics Classrooms." Proceedings of the International Association for Business and Society 30 (2019): 110–18. http://dx.doi.org/10.5840/iabsproc20193013.

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The emerging changes in global societies challenge businesses as teams work across borders. Consequently, higher education promotes student interaction from diverse cultural backgrounds using technological tools without restricting time, cost, motivation or mobility. In this regard, telecollaboration engages students in a learning process that develops 21st century skills with peers from diverse language, socio-cultural, and educational backgrounds. This article presents a telecollaboration project designed and implemented by Queens College, City University of New York, and Universitat Oberta de Catalunya, an online university in Barcelona, in which 196 Economics and Business undergraduate students from the United States and Mexico enhanced intercultural communication. The aim of this study was to identify the effectiveness of telecollaboration as a tool for advancing diversity and transversal skills. The results showed a positive effect but detected the need to raise awareness on the importance of intercultural skills as part of 21st century skills sought by employers.
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Nelson, Joe. "Reviewer Acknowledgements for World Journal of English Language, Vol. 13, No. 8." World Journal of English Language 13, no. 8 (2023): 646. http://dx.doi.org/10.5430/wjel.v13n8p646.

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World Journal of English Language wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.World Journal of English Language is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: wjel@sciedupress.comReviewers for Volume 13, Number 8Abderrazak Zaafour, Almería University, SpainAbdul Majeed Hameed Joodi, Al-Farahidi University, Baghdad, IraqAbdulfattah Omar, The Australian National University, AustraliaAli Hussein Hazem, University of Patras, GreeceAndrés Canga , University of La Rioja, SpainAntonio Piga, University of Cagliari, ItalyAravind B R, Kalasalingam Academy of Research and Education, IndiaAtyaf Hasan Ibrahim, University of Diyala, IraqAyman Rashad Rashid Yasin, PRINCESS SUMAYA UNIVERSITY FOR TECHNOLOGY, JordanBadri Abdulhakim Mudhsh, University of Technology and Applied Sciences, OmanBeibei Ren, University of South Florida, USABerhane Gerencheal, Aksum University, EthiopiaChahra BELOUFA, Arab Open University, Saudi ArabiaChunlin Yao, Tianjin Chengjian University, ChinaDaniel Ginting, Universitas Ma Chung, IndonesiaDeena Elshazly, Arab Academy for Science, Technology and Maritime Transport, EgyptDon Anton Balida, International College of Engineering and Management, OmanElsadig Hussein Fadlalla Ali, King Khalid University, Saudi ArabiaGhazwan Mohammed Saeed Mohammed, University of Bisha, Saudi ArabiaHameed Yahya Ahmed Al-Zubeiry, Al-Baha University, Saudi ArabiaHerman, Universitas HKBP Nommensen Pematangsiantar, IndonesiaHossein Salarian, University of Tehran, IranHouaria Chaal, Hassiba Ben Bouali University of Chlef, AlgeriaHussain Hamid Ali Ghazzaly, Al-Azhar University, EgyptInayatullah Kakepoto, Quaid-e-Awam University of Engineering Science & Technology, Nawabshah, PakistanJamal Uthman Nogoud, University of Buraimi, OmanJaypee R. Lopres, Gallup McKinley County Schools, New Mexico Public Education Department, USAJergen Jel A. Cinco- Labaria, Western Philippines University, PhilippinesKhadija Alamoudi, King Abdulaziz University, Saudi ArabiaKristiawan Indriyanto, Universitas Prima Indonesia, IndonesiaL. Santhosh Kumar, Kristu Jayanti College ( Autonomous), IndiaLeila Lomashvili, Shawnee State University, USALihong Ding, Lanzhou University of Arts and Sciences, ChinaMaria Isabel Maldonado Garcia, University of the Punjab, PakistanMohamad Amin Shirkhani, University of sistan and baluchestan, IranMohamad Fadhili bin Yahaya, Universiti Teknologi Mara Perlis Branch, MalaysiaMohammad Hamad Al-khresheh, Northern Border University, Saudi ArabiaMohammed AbdAlgane, Qassim University, Saudi ArabiaMorteza Amirsheibani, Millat Umidi (MU) University, Tashkent, UzbekistanMuhammad Farkhan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, IndonesiaMuhammad Mooneeb Ali, HED punjab, PakistanMuhammed Ibrahim Hamood, University of Mosul, IraqMundi Rahayu , Universitas Islam Negeri Maulana Malik Ibrahim Malang, IndonesiaMusa Saleh, Qimam Al-Ulum Institute for Languages, Saudi ArabiaNing Li, Guangdong Pharmaceutical University (GDPU), ChinaNitin Malhotra, Amity University Madhya Pradesh, IndiaNuriadi Nuriadi, University of Mataram, IndonesiaOlena Andrushenko, Universität Augsburg , GermanyP. Jayakumar, St. Joseph’s College of Engineering, IndiaPhyll Jhann Gildore, UNIVERSITY OF MINDANAO, PhilippinesR. Kannan, Hindustan Institute of Technology & Science (A Deemed to be University), IndiaReimundus Raymond Fatubun, Cenderawasih University, Jayapura, IndonesiaRoberto Martínez Mateo, UNIVERSITY OF CASTILE LA-MANCHA , SpainS. V. Dhanawade, Vivekanand College(Autonomous) Kolhapur, IndiaSafi Eldeen Alzi’abi, Jerash University, JordanSaif Ali Abbas Jumaah, University Of Mosul College Of Arts Dept. Media and English Communication, IraqSantri Djahimo, Nusa Cendana University, IndonesiaŞenel, Müfit, 19 Mayıs University , TurkeyServais Dieu-Donné Yédia DADJO, University of Abomey-Calavi, BeninShalini Yadav, Compucom Institute of Technology and Management, IndiaShangrela Genon-Sieras, Mindanao State University, Main Campus, PhilippinesTeguh Budiharso, State Institute of Islamic Studies (IAIN) of Surakarta, IndonesiaValeria Silva de Oliveira, Marinha do Brasil, BrazilWARID BIN MIHAT, Academy of Language Studies, MARA University of Technology (UiTM), Malaysia
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Tesis sobre el tema "University of New Mexico. College of Education"

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Leahy, Elizabeth, and Elizabeth Leahy. "Writing from the Border: Frontier Rhetoric and Rhetorical Education at University of Arizona and University of New Mexico, 1885-1910." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625453.

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This dissertation examines the histories of the University of Arizona (UA) and the University of New Mexico (UNM) before 1910. This project brings a trans-hemispheric approach to composition history by developing a theory of "frontier rhetoric" as a lens for analysis. Used to describe the rhetorical strategies that emphasize narratives of progress to disenfranchise others, frontier rhetoric allows us to examine the ways in which colonialism is embedded within institutions and reproduced by curriculum and policies. In the case of UA, institutional stakeholders envisioned their university as an Americanization project that both opened up Arizona’s natural resources to profit, while creating a citizenry devoted to defending their country. In the case of UNM, we see a subtler manifestation of frontier rhetorics, such as in the way Spanish was emphasized for the purposes of sending multilingual teachers out into the primarily Spanish speaking regions of the territory. An analysis of the students' curricular and extra-curricular writing from this time shows that students had the opportunity to challenge and resist frontier rhetorics through newspaper writing. The curricular and extra-curricular use of public genres such as newspapers allows students to take a more active role in negotiating their own understandings of citizenship and community engagement. Finally, this dissertation connects these histories to the present by discussing the ways in which writing program administrators can use frontier rhetoric to assess the inclusivity of their programs and adopt a translingual orientation in an effort to combat monolingual mentalities. This history makes visible the ways in which colonial legacies are embedded within our educational institutions, challenges the Eurocentric tendencies of composition histories, and offers new perspectives on the ways in which rhetorical education can both reproduce and resist oppressive attitudes about language, race, and culture.
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2

Roberts, Christopher Lee. "Information Technology Project Management of the New College of Education Facility at Western Kentucky University." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1362.

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Information Technology (IT) Project Management methodologies are numerous, often varying from organization to organization, and sometimes from project to project within the same organization. Although project type and scope can be a powerful indicator of what methodologies may work best for a given project, choosing which methodology to use can be daunting for project teams. At times, even after due diligence has been practiced to identify the management options available for a given project, there may not be a perfect fit. At such times, or when a formal methodology does not exist in an organization or project management office, the best approach for a project may be to utilize a collective of “best practices,” instead of a concrete methodology. When tasked with the IT Project Management of the new Gary Ransdell Hall on WKU’s main campus, the IT Project Manager (PM) did not have a tried-and-true methodology to use for managing the project. As a result, the IT PM and project team chose to research best practices, as reflected in the Project Management Body of Knowledge (PMBOK), to formulate a project plan that would maximize efficiency while protecting the triple constraints. Early in this paper, the author outlines assumptions, constraints, and risks that faced the IT team throughout the project cycle. Afterwards, the resulting methods and procedures used to manage the IT scope for the project are discussed, with figures included for reference. Next, a brief project summary is included to summarize the results of the project, with performance and scope metrics and limited end-user feedback. Finally, the lessons learned section outlines changes that have been implemented since project completion, as part of a continuous improvement effort by the WKU IT Division.
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Pazdral, Rebecca K. "The post Title IX generation : perceptions and experiences of gender equity among new university faculty /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136438.

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Thesis (Ph. D.)--University of Oregon, 2004.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 144-154). Also available for download via the World Wide Web; free to University of Oregon users.
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Mansfield, John. "Christian ethics in a state university." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Perez, Saviniano Samuel III. "Computer based training for new California State University, San Bernardino faculty." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1504.

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The project's goal is to develop training courseware for new faculty at California State University, San Bernardino. The courseware presents classroom learning scenarios and teaching strategies that support the construction of the faculty member's teaching and learning philosophy and a five year plan.
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Dunn, Kelly M. "Investigating Parenting Style and College Student Grit at a Private Mid-Sized New England University." Thesis, Johnson & Wales University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750334.

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<p> Higher education has experienced an increase in parent engagement in the lives of college students (Arnett, 2014). Recognizing the presence of families, researchers have investigated the relationship between parenting style and college success variables such as academic performance (Miller &amp; Speirs Neumeister, 2017), wellness (Coccia &amp; Darling, 2017), and transition (Love &amp; Thomas, 2014). In recent literature, studies have focused on grit and its relation to college success (Bowman et al., 2015; Duckworth et al., 2007); yet, research on the relationship between parenting style and grit is lacking. </p><p> This quantitative correlational study investigated the relationship between college student self-report of grit (Duckworth &amp; Quinn, 2009) and parenting style (Baumrind, 1971b). The study was guided by the following research questions: 1. Is there a relationship between parenting style and college student grit? To what extent and in what manner does parenting style explain the variance in grit? 2. Is there a relationship among parenting style, college student grit, and demographics? To what extent and in what manner does parenting style and demographics explain the variance in grit? </p><p> Data were collected from undergraduate students (N<i></i> = 974) through a questionnaire. The results revealed authoritative parenting was positively correlated (single <i>r</i> = .206, <i>p</i> = .003, <i>ES</i> = small/med; parent 1 <i>r</i> = .220, <i> p</i> &lt; .001, ES = small/med; parent 2 <i>r</i> = .177, <i> p</i> &lt; .001, ES = small/med) and permissive parenting was negatively correlated (single <i>r</i> = &ndash;.269, <i>p</i> &lt; .001, ES = small/med; parent 1 <i>r</i> = &ndash;.119, <i> p</i> = .003, ES = small; parent 2 <i>r</i> = &ndash;.151, <i> p</i> &lt; .001, ES = small/med) with grit. The regression models revealed less permissive parenting behavior and more authoritative parenting behavior explained the variability in grit for all parenting units (single <i> r</i><sup>2</sup> = .102, <i>p</i> = .011, ES = small; parent 1 <i>r</i><sup>2</sup> = .058, <i>p</i> = 0.009, ES = small; parent 2 <i>r</i><sup>2</sup> = .050, <i>p </i> &lt; .001, ES = small). First- generation status, Hispanic, Black and non-Asian ethnicity were also significant in several models. </p><p> The resulting actions filled a gap in the literature finding a relationship between parenting style and college student grit. The results may help college administrators understand how parenting styles may relate to how students approach academic and career goals. The results may help K-12 administrators and Departments of Children and Families structure programming on how parenting style may support children for passion and perseverance towards long-term goals.</p><p>
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Carlson, Gregory Dean. "Determining the Essential Components of State and Institution Dual Credit Program Policy in New Mexico: A Delphi Study with High School and College Experts." Diss., North Dakota State University, 2013. https://hdl.handle.net/10365/26566.

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The purpose of this Delphi study was to determine the essential components of dual credit in New Mexico. Dual credit experts from colleges and high schools in New Mexico were asked to participate in a three-round Delphi study to determine what the future policy of dual credit should be, and why it should be that way. Definitions of dual credit may vary significantly from one state or program to another. For the purpose of this study, dual credit program will be defined as ?a program that allows high school students to enroll in college-level courses offered by a postsecondary institution that may be academic or career technical but not remedial or developmental, and simultaneously to earn credit toward high school graduation and a postsecondary degree or certificate? (SB 943, 2007, p. 1; Title 5, Chapter 55, Part 4, New Mexico Administrative Code, 2008, p. 1; Title 6, Chapter 30, Part 7, New Mexico Administrative Code, 2010, p. 1). Dual credit courses may be offered on a college campus, online, or at a high school location. The first round instrument was developed by the researcher based upon an extensive literature review regarding dual credit and specific items relating to the structure of dual credit in New Mexico. Subsequent instruments were developed based upon responses from the expert panel in the previous round. Consensus and non-consensus items were used to develop recommendations for dual credit policy and can be used by stakeholders to guide institution dual credit procedures. Recommendations from this study may be used by other states to analyze dual credit policies.
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Bjørkquist, Catharina. "Stakeholder influence in higher education old ideas in new bottles? /." Doctoral thesis, Karlstad : Faculty of Social and Life Sciences, Political Science, Karlstads universitet, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4711.

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Sletcher, Michael Alan. "The rise of heterodoxy and civic education in seventeenth-century New England, with special reference to Cambridge University and Harvard College." Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620490.

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Wells, Pamela C. "Primary and secondary school funding in the state of New Hampshire and the effects on the university system." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1045632.

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This study presents the significance of primary and secondary school funding in the State of New Hampshire and its related effects on the University System. Two main research questions are examined. Does the primary and secondary school funding structure impact University System of New Hampshire funding? What impact has the debate around the terms "adequate" and "equitable" had on educational funding? Comparisons between primary and secondary school funding and the University System of New Hampshire funding are examined.With New Hampshire's unique history and large Legislative body, educational funding at all levels can become an often discussed topic. A seventy-five person sample is analyzed and presented in the thesis; as are recommendations for further study.<br>Department of Secondary, Higher, and Foundations of Education
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Libros sobre el tema "University of New Mexico. College of Education"

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1956-, Andrews Martha Shipman, and New Mexico State University. Library., eds. The whole damned world: World War II correspondence of New Mexico Aggies Dean Daniel B. Jett. Published by New Mexico State University Library in collaboration with Rio Grande Books, 2008.

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Jett, Daniel B. The whole damned world: New Mexico Aggies at war, 1941-1945 : World War II correspondence of Dean Daniel B. Jett. Edited by Andrews Martha Shipman 1956- and New Mexico State University. Library. Published by New Mexico State University Library in collaboration with Rio Grande Books, 2009.

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Harris, Jim. Building community through education: New Mexico Junior College since 1965. Donning Company Publishers, 2009.

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The university system and economic development in Mexico since 1929. Stanford University Press, 1993.

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Salomón, Elvira Martínez. Las relaciones interculturales de los apaches en el contexto de Western New Mexico University. Universidad Autónoma Intercultural de Sinaloa, 2019.

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The rise of the professions in twentieth-century Mexico: University graduates and occupational change since 1929. 2nd ed. UCLA Latin American Center Publications, University of California, 1994.

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Lorey, David E. The rise of the professions in twentieth-century Mexico: University graduates and occupational change since 1929. UCLA Latin American Center Publications, University of California, Los Angeles, 1992.

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1947-, Barnett Ronald, ed. Reshaping the university: New relationships between research, scholarship and teaching. Society for Research into Higher Education/Open University Press, 2005.

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Datta, Dilīpa Kumāra. Math education at its best: The Potsdam model. Center for Teaching/Learning of Mathematics, 1993.

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Change, Educators for Collaborative, ed. Contradictions in collaboration: New thinking on school/university partnerships. Teachers College Press, 1997.

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Capítulos de libros sobre el tema "University of New Mexico. College of Education"

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Eschenbruch, Nicholas, Hans-Joachim Gehrke, and Paul Sterzel. "University College Freiburg: Toward a New Unity of Research and Teaching in Academia." In Experiences in Liberal Arts and Science Education from America, Europe, and Asia. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-349-94892-5_7.

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Cherry, Julia A., John C. H. Miller, and Natalie Adams. "Innovating as an Embedded Program at a Larger State University: New College in Three Pivotal Moments." In The Impacts of Innovative Institutions in Higher Education. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-38785-2_5.

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Chen, Xiaohuan. "Discussion and Analysis on Development and Construction of Independent College Libraries in New Era – Case Study of Fuzhou University Zhicheng College." In Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022). Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-89-3_158.

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Peary, Alexandria. "Taking Self-Help Books Seriously: The Informal Aesthetic Education of Writers." In New Directions in Book History. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_9.

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AbstractAesthetic education with a writing focus has occurred in the United States through two vehicles: textbooks in classroom-based instruction or self-help books in extracurricular instruction. Writing self-help books, or texts which address a readership interested in learning about writing independent of a teacher or university, played a significant role in guiding countless individuals during the twentieth century and continue to do so today (For the purposes of this article, “self-help” refers exclusively to self-help literature offering advice about the act of writing and not to any of the myriad of other self-help topics [dieting, relationships, and so forth]). The evolution of these self-help books paralleled the development of college and university writing courses that arose early in the twentieth century: indeed, a powerful informal aesthetic education has been occurring through self-help books. In this chapter, I perform a textual analysis of five twentieth-century self-help books, all attracting substantial readership: Dorothea Brande’s Becoming a Writer (1934); Brenda Ueland’s If You Want to Write (1938); Peter Elbow’s Writing Without Teachers (1973); Natalie Goldberg’s Writing Down the Bones (1986); and Anne Lamott’s Bird by Bird (1995). An examination of these popular twentieth-century self-help books reveals four areas of overlapping content. Collectively, self-help books on writing address the role of the unconscious in composing, issues of control, the holistic nature of composing, and failures in traditional teaching, and they all formulate a broader argument about the universal ability of humans to be creative.
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Senderek, Roman. "Work-Based Learning in the Mexican Automotive Sector." In New Digital Work. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26490-0_14.

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AbstractA stronger work orientation or even the integration of learning into activities will be one of the central basic requirements for the success of Industry 4.0. Using the example of the project E-Mas (Exporting blended vocational education and training for industrial process design and optimization into the Mexican automotive sector), the paper discusses the development and implementation of a highly work oriented further education program. Together the partners Research Institute for Industrial Management at RWTH Aachen University e.V. [FIR], MTM ASSOCIATION e.V. [MTMA], WBA Aachener Werkzeugbau Akademie GmbH [WBA] in cooperation with the Mexican Instituto Tecnológico y de Estudios Superiores de Monterrey [ITESM] pursue the goal of designing and exporting innovative further education programs for skilled workers, developers, and operative management personnel of the Mexican automotive sector and especially German companies operating in Mexico.
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Molina, Arturo, Beatriz Villegas, César Pavel Ochoa, and Jhonattan Miranda. "Academic Continuity During the Covid-19 Global Health Emergency: Education 4.0 and the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico Supporting Secondary Education." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_10.

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AbstractToday, new teaching-learning models, methods, and programs are emerging to guarantee academic continuity in response to the current situation caused by the global health emergency (Covid-19). This work presents how the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico was designed and implemented during this emergency in this institution. This work also addresses the relevant role that technology has taken during this situation, and the concept of Education 4.0 is offered as a framework to model the presented study. Finally, two case studies that were applied at the secondary education level are presented as an example of how higher education is supporting academic continuity at the secondary level.
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Molina, Arturo, Beatriz Villegas, César Pavel Ochoa, and Jhonattan Miranda. "Academic Continuity During the Covid-19 Global Health Emergency: Education 4.0 and the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico Supporting Secondary Education." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_10.

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AbstractToday, new teaching-learning models, methods, and programs are emerging to guarantee academic continuity in response to the current situation caused by the global health emergency (Covid-19). This work presents how the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico was designed and implemented during this emergency in this institution. This work also addresses the relevant role that technology has taken during this situation, and the concept of Education 4.0 is offered as a framework to model the presented study. Finally, two case studies that were applied at the secondary education level are presented as an example of how higher education is supporting academic continuity at the secondary level.
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Berg, Jana. "Which Person Is Presumed to Fit the Institution? How Refugee Students’ and Practitioners’ Discursive Representations of Successful Applicants and Students Highlight Transition Barriers to German Higher Education." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_15.

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Abstract During recent years, German higher education institutions implemented a variety of support programs for refugees on their way to higher education. This newly highlighted questions of widening participation and informal as well as formal access barriers to higher education. This paper looks into discourses on successful students as a form of knowledge that implicitly highlights transition barriers to higher education. The qualitative study is based on expert interviews with teachers, program coordinators and student counsellors as well as interviews with prospective refugee students in a case study of a preparatory college (‘Studienkolleg’) and a university in a case study of one city in Germany. They are analysed using Keller’s (Forum qualitative Sozialforschung/Forum Qualitative Social Research 8(2), Art. 19:1–32, 2007) approach to discourse analysis. The paper describes personal, institutional and structural characteristics of ideal higher education transitions. Institutional presuppositions and assumptions about individual characteristics, the social organisation of time, academic practices and knowledges as well as discursively represented norms are discussed as crucial factors influencing higher education transitions. The paper ends with a working hypothesis on the influence of discourses on transitions and recommends that institutional settings should develop more awareness of and adapt to diverse applicants and students in order to widen access to higher education.
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Chen, Jie. "The Opportunities and Challenges for New Entrants of The Application Oriented University and College Carrying Out Vocational Education in New Period in China." In Proceedings of the 2023 3rd International Conference on Modern Educational Technology and Social Sciences (ICMETSS 2023). Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-128-9_16.

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Dominguez, Maggie, and Miriam L. Frolow. "DACA-Mexico Origin Students in the United States-Mexican Borderlands." In Accessibility and Diversity in the 21st Century University. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2783-2.ch002.

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The Deferred Action for Childhood Arrivals (DACA) Program enabled more than 700,000 undocumented youth and young adults since 2012 the chance to have a lawful presence in the United States for a 2-year renewable period. With DACA status, college students could have access to financial aid and possibly in-state tuition, as well as opportunities to work legally. A correlational study was conducted in 2016-2017 with 30 DACA college students of Mexican Origin who were residing in California, Texas, Arizona, and New Mexico. They completed an anonymous online survey about their intent to persist to degree completion, their views on the college climate for diversity, and their sense of belonging on campus. The results of the study confirm the need for higher education faculty and staff to provide services and resources and to build trust with this vulnerable student population.
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Actas de conferencias sobre el tema "University of New Mexico. College of Education"

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Fernández-de-Castro, Javier. "UNIVERSITY CHOICE: CASE STUDY IN A PRIVATE UNIVERSITY IN MEXICO." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.2107.

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Laurian Fitzgerald, Simona, and Carlton Fitzgerald. "UNIVERSITY/COLLEGE STUDENTS’ CHOICE: HYFLEX LEARNING." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1708.

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Smith, Ian, Helen Young, and Julia Fotheringham. "EASING THE LEARNER’S TRANSITIONAL JOURNEY FROM COLLEGE TO UNIVERSITY." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0176.

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Núñez, José, Rodolfo Cabral, Juan Cárdenas, Eva Lomelí, Angel Noriega, and Oswaldo Zamora. "INTEGRAL AND SUSTAINABLE FORMATION IN GRADUATES FROM AGRIBUSINESS IN THE NORTH UNIVERSITY CENTER, UNIVERSITY OF GUADALAJARA, MEXICO." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0451.

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Osiński, Marek, Mansoor Sheik-Bahae, Sudhakar Prasad, and Arthur H. Guenther. "20 years of graduate optics education at the University of New Mexico." In Education and Training in Optics and Photonics. OSA, 2003. http://dx.doi.org/10.1364/etop.2003.etuc3.

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Senties Santos, Maria Eugenia, Haydee Zizumbo Ramírez, Jorge Antonio Acosta Cázares, Celina Ruiz Garrido, and Gabriel Ruiz Blanco. "THE INTEGRAL TRAINING AS AN EDUCATIONAL PARADIGM AT PUBLIC UNIVERSITY IN VERACRUZ, MEXICO." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2660.

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Osiński, Marek, Kenneth C. Jungling, Mansoor Sheik-Bahae, Sudhakar Prasad, John K. McIver, and Arthur H. Guenther. "20 years of graduate optics education at the University of New Mexico." In Eighth International Topical Meeting on Education and Training in Optics and Photonics, edited by Barry L. Shoop and Grover Swartzlander. SPIE, 2003. http://dx.doi.org/10.1117/12.2207483.

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Waskaas, Magne, and Slawomir Hermanowicz. "A COMPARISON STUDY OF THE TECHNOLOGY ENTREPRENEURSHIP PROGRAMS AT UNIVERSITY COLLEGE OF SOUTHEAST NORWAY AND UNIVERSITY OF CALIFORNIA, BERKELEY." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1116.

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Fernández-de-Castro, Javier. "FACTORS ASSOCIATED WITH CAREER CHOICE: CASE STUDY IN A PRIVATE UNIVERSITY IN MEXICO." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.2108.

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Modrego-Alarcón, Marta, Irene Delgado-Suárez, María Teresa Navarro-Gil, Paola Herrera-Mercadal, Yolanda López Del Hoyo, and Javier García-Campayo. "MINDFULNESS PROTOCOL DEVELOPED AT THE UNIVERSITY OF ZARAGOZA. TOWARDS THE COLLEGE STUDENTS’ WELLBEING." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1803.

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Informes sobre el tema "University of New Mexico. College of Education"

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Willis, Larkin, and Monica R. Martinez. Authentic Student Work in College Admissions: Lessons From the Ross School of Business. Learning Policy Institute, 2023. http://dx.doi.org/10.54300/756.774.

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To develop holistic review processes, admission professionals are changing the ways they structure applications for undergraduate admissions. This study examines how the Stephen M. Ross School of Business (Ross School) at the University of Michigan requests, collects, and reviews portfolios of student work along with traditional application materials. The first section presents the rationale for the new holistic review process, the second shares insights it provides the Ross School, and the third details how admission professionals at the Ross School built it. The case illuminates the use of student-generated portfolios as one possible model for other higher education systems seeking to evolve their holistic admission processes.
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Ahluwalia, Manvir, Katie Shillington, and Jennifer Irwin. The Relationship Between Resilience and Mental Health of Undergraduate Students: A Scoping Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.7.0075.

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Review question / Objective: The aim of this scoping review was to examine what is known about the relationship between the resilience and mental health of undergraduate students enrolled in university or college programs globally. Background: For many undergraduate students, higher education acts as a personal investment in preparation for the workforce, while ultimately allowing students to develop cultural capital (Kromydas, 2017). The transition to university or college is also accompanied by important life changes such as moving to a new campus, meeting new people, and increasing self-efficacy to maintain independent responsibilities (i.e., meeting deadlines, completing household chores, and managing expenses; Henri et al., 2018). As a result, navigating these life changes can contribute to feelings of isolation, as many undergraduate students are disconnected from their friends and families (Diehl et al., 2018). Saleh and colleagues (2017) found that young adults in university or college experience higher levels of stress compared to their non-student counterparts. These stressors are attributed to a more challenging workload compared to that of high school, living with new roommates, and financial concerns (Karyotaki et al., 2020). In the face of these stressors, many undergraduate students are likely to experience mental health challenges either for the first time or in an exacerbated manner, potentially depleting their resilience (Abiola, 2017).
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Southwell, Brian G., Andrea Anderson, Anne Berry, Kamilah Weems, and Lisa Howley, eds. Equipping Health Professions Educators to Better Address Medical Misinformation. RTI Press, 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0086.2303.

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As part of a cooperative agreement with the US Centers for Disease Control and Prevention (Federal Award Identification Number [FAIN]: NU50CK000586), the Association of American Medical Colleges (AAMC) began a strategic initiative in 2022 both to increase confidence in COVID-19 vaccines and to address medical misinformation and mistrust through education in health professions contexts. Specifically, the AAMC solicited proposals for integrating competency-based, interprofessional strategies to mitigate health misinformation into new or existing curricula. Five Health Professions Education Curricular Innovations subgrantees received support from the AAMC in 2022 and reflected on the implementation of their ideas in a series of meetings over several months. Subgrantees included the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Florida International University Herbert Wertheim College of Medicine, the Jacobs School of Medicine and Biomedical Sciences at the University at Buffalo, the Maine Medical Center/Tufts University School of Medicine, and the University of Chicago Pritzker School of Medicine. This paper comprises insights from each of the teams and overarching observations regarding the challenges and opportunities involved with leveraging health professions education to address medical misinformation and improve patient health.
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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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Microbiology in the 21st Century: Where Are We and Where Are We Going? American Society for Microbiology, 2004. http://dx.doi.org/10.1128/aamcol.5sept.2003.

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The American Academy of Microbiology convened a colloquium September 5–7, 2003, in Charleston, South Carolina to discuss the central importance of microbes to life on earth, directions microbiology research will take in the 21st century, and ways to foster public literacy in this important field. Discussions centered on: the impact of microbes on the health of the planet and its inhabitants; the fundamental significance of microbiology to the study of all life forms; research challenges faced by microbiologists and the barriers to meeting those challenges; the need to integrate microbiology into school and university curricula; and public microbial literacy. This is an exciting time for microbiology. We are becoming increasingly aware that microbes are the basis of the biosphere. They are the ancestors of all living things and the support system for all other forms of life. Paradoxically, certain microbes pose a threat to human health and to the health of plants and animals. As the foundation of the biosphere and major determinants of human health, microbes claim a primary, fundamental role in life on earth. Hence, the study of microbes is pivotal to the study of all living things, and microbiology is essential for the study and understanding of all life on this planet. Microbiology research is changing rapidly. The field has been impacted by events that shape public perceptions of microbes, such as the emergence of globally significant diseases, threats of bioterrorism, increasing failure of formerly effective antibiotics and therapies to treat microbial diseases, and events that contaminate food on a large scale. Microbial research is taking advantage of the technological advancements that have opened new fields of inquiry, particularly in genomics. Basic areas of biological complexity, such as infectious diseases and the engineering of designer microbes for the benefit of society, are especially ripe areas for significant advancement. Overall, emphasis has increased in recent years on the evolution and ecology of microorganisms. Studies are focusing on the linkages between microbes and their phylogenetic origins and between microbes and their habitats. Increasingly, researchers are striving to join together the results of their work, moving to an integration of biological phenomena at all levels. While many areas of the microbiological sciences are ripe for exploration, microbiology must overcome a number of technological hurdles before it can fully accomplish its potential. We are at a unique time when the confluence of technological advances and the explosion of knowledge of microbial diversity will enable significant advances in microbiology, and in biology in general, over the next decade. To make the best progress, microbiology must reach across traditional departmental boundaries and integrate the expertise of scientists in other disciplines. Microbiologists are becoming increasingly aware of the need to harness the vast computing power available and apply it to better advantage in research. Current methods for curating research materials and data should be rethought and revamped. Finally, new facilities should be developed to house powerful research equipment and make it available, on a regional basis, to scientists who might otherwise lack access to the expensive tools of modern biology. It is not enough to accomplish cutting-edge research. We must also educate the children and college students of today, as they will be the researchers of tomorrow. Since microbiology provides exceptional teaching tools and is of pivotal importance to understanding biology, science education in schools should be refocused to include microbiology lessons and lab exercises. At the undergraduate level, a thorough knowledge of microbiology should be made a part of the core curriculum for life science majors. Since issues that deal with microbes have a direct bearing on the human condition, it is critical that the public-at-large become better grounded in the basics of microbiology. Public literacy campaigns must identify the issues to be conveyed and the best avenues for communicating those messages. Decision-makers at federal, state, local, and community levels should be made more aware of the ways that microbiology impacts human life and the ways school curricula could be improved to include valuable lessons in microbial science.
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