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Artykuły w czasopismach na temat "Student numbers growth"
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Diem, Andrea, i Stefan C. Wolter. "A place too crowded to study: The impact of student cohort growth on the probability of university dropout". Hungarian Educational Research Journal 9, nr 2 (wrzesień 2019): 189–212. http://dx.doi.org/10.1556/063.9.2019.1.20.
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Introduction: This study examines the influence of major fluctuations in the number of students enrolling at university on the probability of dropout or a switch to a different course of study. Findings from the US show that a pronounced increase in student numbers leads to more dropouts. Materials and methods: This article provides an analysis of this relationship for the first time outside the US and for an entire university system. We use administrative data for all the students who started studying at Swiss universities between 1980 and 2001. Results: The results suggest a significant relationship between positive cohort growth and the probability of dropout. A reduction in student numbers, on the other hand, does not increase the probability of persistence. Discussion: Despite the negative influence of a big cohort on the probability of persistence, no statistically significant relationship exists, by contrast, between the change in student numbers and the probability of a student switching to a different course of study.
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Kouyoumdjian, Claudia, Bianca L. Guzmán, Nichole M. Garcia i Valerie Talavera-Bustillos. "A Community Cultural Wealth Examination of Sources of Support and Challenges Among Latino First- and Second-Generation College Students at a Hispanic Serving Institution". Journal of Hispanic Higher Education 16, nr 1 (24.07.2016): 61–76. http://dx.doi.org/10.1177/1538192715619995.
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Growth of Latino students in postsecondary education merits an examination of their resources/challenges. A community cultural wealth model provided a framework to examine unacknowledged student resources and challenges. A mixed method approach found that first- and second-generation college students report equal numbers of sources of support/challenges. Understanding student needs can assist with program development to increasing college completion rates.
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Kemp, Neil. "The International Education Market: Some Emerging Trends". International Higher Education, nr 85 (14.03.2016): 13–15. http://dx.doi.org/10.6017/ihe.2016.85.9238.
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This article provides a brief overview of recent trends in international student mobility and implications for higher education institutions as they seek to recruit international students. International student mobility has continued to surge, as reflected in recent data from most major destination countries. However changes are occurring, some large and some subtle, and a selection of these trends are briefly discussed below. The major exception to strong enrolment growth in recruitment has been the UK, where tough immigration regulations have impacted directly on international student numbers.
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McQuestion, Maureen, i Robert Abelman. "The Rising Tide of For-Profit Universities: Ebb and Flow Management for Academic Advisors". NACADA Journal 24, nr 1-2 (1.03.2004): 128–34. http://dx.doi.org/10.12930/0271-9517-24.1-2.128.
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While public universities grapple with sharp budget cuts from state legislatures and private colleges face the ongoing challenges of competitive student recruitment and retention activities, for-profit universities have been growing rapidly. Much of the for-profit growth is attributed to a perspicacious student-as-customer approach, a well-defined target market, and significant legislative influence. Urban and metropolitan universities with significant numbers of nontraditional and minority students are most affected. As enrollment in for-profit universities continues to increase, attention to student advising and other forms of student support services could be a key comparative advantage for traditional postsecondary institutions.
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Barrera, Magdalena L. "“I Love How We Developed a Community Already”: A Graduate Student Orientation Model for Minority-Serving Programs and Institutions". Association of Mexican American Educators Journal 14, nr 3 (8.12.2020): 47–60. http://dx.doi.org/10.24974/amae.14.3.399.
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In recent years, an increasing number of universities have qualified as Minority Serving Institutions (MSIs), thanks in part to significant growth in the numbers of Latinx students who are enrolling in bachelor’s degree programs. A greater proportion of this student population is completing bachelor’s degrees and continuing into master’s and doctoral programs. Nevertheless, graduate orientation remains overlooked despite being a rich opportunity to support the identity development of Latinx students. This pedagogical reflection contributes to the discussion of Latinx student experiences by exploring an innovative approach to new graduate student orientation for a master’s program in a Chicana/o Studies department at an MSI. The orientation provides holistic support for Latinx students by building an academic community founded on mutual support and bringing greater transparency to the hidden curriculum of graduate education that often elides Latinx students. The essay explores insights from student feedback on the orientation and provides reflection questions to help departments and MSIs bring a more equity-minded, supportive approach to welcoming and retaining new Latinx graduate students.
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SCHWARZ, LEONARD. "PROFESSIONS, ELITES, AND UNIVERSITIES IN ENGLAND, 1870–1970". Historical Journal 47, nr 4 (29.11.2004): 941–62. http://dx.doi.org/10.1017/s0018246x04004054.
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The relationship between the ‘growth of professional society’ and the growth of new universities in England from the later nineteenth century is more often asserted than examined in detail. This article examines the policies towards graduates of three large professions, those of schoolteachers, solicitors, and accountants. The crucial first stage was the growth of an examining society during the second half of the nineteenth century; exams were necessary for almost everything and middle-class children, girls as well as boys, stayed at school longer to take them. This process provided the students both for women's colleges and for the new universities. However, graduate employment remained a problem: solicitors resisted large-scale graduate entry until well into the 1950s, accountants for a decade longer. Teaching was exceptional as a large profession that accepted graduates in large numbers. As a result, the secondary school system produced teachers, who produced university students, many of whom had little option but to return to teaching. This applied to Science as well as Arts students, male as well as female. Secondary school teaching rapidly became a graduate profession, while interwar elementary school teaching moved quite rapidly in that direction. The restricted occupations available for graduates created a vicious circle that significantly restrained the Redbrick universities' opportunities for expansion from their foundation until after 1945. Thereafter, with their traditional intake now going to university, solicitors and accountants were increasingly compelled to accept graduates in large numbers. The post-war growth in student numbers was bound up with a widening of social access to universities, particularly within the middle classes.
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Bigirimana, Stanislas, Nelson Jagero i Hatina Murowe. "AN EVALUATION OF AFRICA UNIVERSITY’S STRATEGIC FACILITIES MANAGEMENT". Australian Journal of Business and Management Research 04, nr 09 (29.01.2015): 01–07. http://dx.doi.org/10.52283/nswrca.ajbmr.20150409a01.
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Facilities Management is an integrated function in which management issues pre-dominate over technical issues. Through examination of documents and participant observation, this study aimed at assessing the strategic direction and specific strategies that Africa University is pursing in managing its facilities. This study concluded that Africa University is pursuing a growth strategy given the ongoing increase of student numbers. Whereas the performance of the Facilities Management function was over-all above average and adequate for the current status of the University, the growth strategy will lead to inevitable need for changes in the facilities management strategies and procedures in order to match the increasing students population.
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Kwasi-Agyeman, Fredua, Patrício Langa i Patrick Swanzy. "Higher Education Funding and Student Access in the Global South". Journal of Comparative & International Higher Education 12, Fall (19.09.2020): 83–98. http://dx.doi.org/10.32674/jcihe.v12ifall.1020.
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Globally, the increasing cost of university eduation, growing student enrolments and weak economic of nations have caused a reduction in public funding for university education. This decline in public funding seems to have increased tuition fees, caused deterioration of infrastructure, thereby affecting student access to university education. In the Global South particularly, Ghana and South Africa, there is the quest for universities to widen access. This is as a result of the perceived association of the activities of universities to socio-economic development. However, funds allocated by these governments to the sector is woefully inadequate. The study reveals that public universities in South Africa and Ghana rely on alternative sources such as fees of international students and non-traditional learners to enhance their fiscal strength but this seems inadequate owing to the financial strain that comes with the growth in domestic student numbers.
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Duke-Williams, Oliver. "The Geographies of Student Migration in the UK". Environment and Planning A: Economy and Space 41, nr 8 (sierpień 2009): 1826–48. http://dx.doi.org/10.1068/a4198.
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Recent research on studentification in the UK has examined the ways in which significant growth in student numbers over the last twenty years or so have led to marked change in the nature of the parts of cities in which clusters of students live. Yet these changes do not happen in isolation: the students are also associated with major migration flows into and out of studentified parts of cities. I examine the migration flows associated with a set of wards selected on the basis of having a high concentration of students. Examination of the age profiles of migrants into and out of these wards supports an argument that assumptions can be made that, for most of the selected wards, in-migrants are predominantly new students entering the system, whilst out-migrants are predominantly recently graduated students leaving the system. The specific origins from which new students arrive, and destinations to which former students depart, are examined and mapped, and the role of higher education as a mechanism through which the South East of England gains qualified workers is considered.
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Semyonov, Aleksey. "In Search of a New Sympoiesis: A Review of Higher Education Admissions in Uzbekistan". FIRE: Forum for International Research in Education 6, nr 3 (19.10.2020): 1–18. http://dx.doi.org/10.32865/fire202063211.
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Current comprehensive changes in the field of higher education in Uzbekistan have a potential impact on the overall enrollment in higher education. Rigid admission quotas in Uzbekistan are slowly conceding to a more market-based admissions and student recruitment to support reforms implementation. Cursory glance at the reforms fails to explain unprecedented growth of application numbers to higher education in 2019/20 or conjecture about future application patterns. Research presented in this paper aims to investigate the trends in higher education admissions in Uzbekistan through document analysis. It further draws on the effects of the government policy and legislation changes on the admission numbers in Uzbekistan and attempts to shed light on the future dynamics of student recruitment in higher education. The findings suggest that profound all-encompassing reforms in Uzbekistan have, firstly, precipitously increased relevant-age application numbers for 2019/20 academic year, but analysis suggests that this trend is unlikely to continue in the future.
Rozprawy doktorskie na temat "Student numbers growth"
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Erh-Tsung, Chin. "The growth of student conceptions of 'eqivalence relations & partitions'". Thesis, University of Warwick, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273469.
Pełny tekst źródłaKsiążki na temat "Student numbers growth"
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Committee of Vice-Chancellors and Principals of the Universities of the United Kingdom., red. The growth in student numbers in British higher education. London: CVCP, 1995.
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Ratner, Svetlana, Liliya Nazarova, Kasiya Kirdasinova i Anna Karapetyan. Circular model of economic growth: experience, opportunities and barriers. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1893194.
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The concept of a circular (or circular/closed cycle) economy is quite new for the Russian scientific literature on economics and management. Having originated initially in countries experiencing serious resource constraints and (or) acute environmental problems, a few months ago it seemed to be a curious idea for Russia, allowing in the long term to achieve simultaneous preservation and even an increase in economic growth rates without the concomitant increase in the expenditure of natural resources and the inevitably associated increase in the burden on the environment. However, the dramatically changed economic situation due to unprecedented sanctions pressure, the freezing of the country's financial resources and the destruction of a huge number of production chains forces us to take a fresh look at the concept of a circular economy and shift the focus of research on its possible practical applications from environmental aspects to such topical economic aspects as creating new jobs, products and services, preserving the quality of life of the population while decrease in purchasing power, etc. A feature of the monograph is the focus on new opportunities for economic growth that the circular economy provides, even in conditions of severe resource (including financial) constraints.
It is intended for students, masters, postgraduates, researchers, as well as practitioners from the field of management with modern circular business models and methods of organizing production and consumption processes according to the circular type.
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Cooper, Diane L., i Debora L. Liddell. Facilitating the Moral Growth of College Students: New Directions for Student Services, Number 139. Wiley & Sons, Incorporated, John, 2012.
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Cooper, Diane L., i Debora L. Liddell. Facilitating the Moral Growth of College Students: New Directions for Student Services, Number 139. Wiley & Sons, Incorporated, John, 2012.
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Raban, Mukthar. Blended Learning: Opening Post-School Education in South Africa through Innovative Pedagogy. African Minds, 2022. http://dx.doi.org/10.47622/9781928502425_p04.
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The advent of new technologies has always spurred pedagogical innovations, whether it be the blackboard, the overhead projector or, today, the internet. Each innovation opens up new opportunities for teaching and learning while resolving challenges that started to build up during the previous technology eras. Currently, post-school education and training (PSET) institutions face an array of challenges, including the need to increase student access to quality education, the rising costs associated with providing full-time education, and diminishing faculty resources relative to growth in student numbers. Essentially, PSET institutions need to be able to educate more students in a way that is financially sustainable for both them and their students.
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Martin Hard, Bridgette, i James J. Gross. Introductory Psychology. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199935291.013.45.
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Teaching introductory psychology presents many challenges. These include the diversity of teaching goals, the broad content, and the hefty enrollments. The course also presents teachers with the opportunity to make a number of significant contributions. This chapter describes an approach to teaching introductory psychology that is designed to address its challenges and opportunities. This approach involves making the course a platform for teaching graduate and undergraduate students to teach. In our approach, students and teachers learn in parallel. We share three key features of our approach to educating students and teachers simultaneously, namely encouraging skill development, fostering growth mindsets, and building social connections.
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Teitelbaum, Michael S. High-Skilled Migration Policy Challenges from a US Perspective. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198815273.003.0007.
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This chapter addresses the arguments and available evidence about the complex intersections among basic research, claimed STEM (Science, Technology, Engineering, Mathematics) talent shortages, migration policy, and US economic growth. ‘Technical progress’ is a critical factor in economic growth, especially in the modern world of the ‘knowledge economy’. On the basis of this, should the US and other governments seek to increase their nations’ economic growth by expanding investments in basic research, or does basic research produce ‘global public goods’ that can readily be exploited economically by other countries? Should governments expand the number of domestic students pursuing higher education in science and engineering while also facilitating global recruitment by expanding temporary visas in these fields, or do these two approaches involve mutual contradictions? To what extent does the US government make available the migration data needed to assess such questions or support objective research and analysis on these issues?
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Pacchioni, Gianfranco. Are we too many? Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198799887.003.0007.
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The chapter starts by making a comparison between a famous congress of the past, the Solvay Conference of 1927, which was attended by only 29 scientists, and the mega conferences of present day with several thousand participants. This introduces the central question of the book: how many scientists are active today? Are there too many? The discussion looks at the annual growth rate in scientists versus the world’s population, membership totals of scientific societies over time, and the amount of money spent on research and development by different regions, such as the USA, Europe, and East and Southeast Asia. The discussion moves then to the number of PhD students and their goal to gain an academic position. Increasingly strong competition for young researcher is often the reason for cases of misconduct, including fraud.
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Tignor, Robert L. W. Arthur Lewis and the Birth of Development Economics. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691202617.001.0001.
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W. Arthur Lewis was one of the foremost intellectuals, economists, and political activists of the twentieth century. This book, the first intellectual biography of Lewis, traces Lewis's life from its beginnings on the small island of St. Lucia to Lewis's arrival at Princeton University in the early 1960s. A chronicle of Lewis's unfailing efforts to promote racial justice and decolonization, it provides a history of development economics as seen through the life of one of its most important founders. If there were a record for the number of “firsts” achieved by one man during his lifetime, Lewis would be a contender. He was the first black professor in a British university and also at Princeton University and the first person of African descent to win a Nobel Prize in a field other than literature or peace. His writings, which included his book The Theory of Economic Growth, were among the first to describe the field of development economics. Quickly gaining the attention of the leadership of colonized territories, he helped develop blueprints for the changing relationship between the former colonies and their former rulers. He made significant contributions to Ghana's quest for economic growth and the West Indies' desire to create a first-class institution of higher learning serving all of the Anglophone territories in the Caribbean. This book, based on Lewis's personal papers, provides a new view of this renowned economist and his impact on economic growth in the twentieth century. It will intrigue not only students of development economics but also anyone interested in colonialism and decolonization, and justice for the poor in third-world countries.
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Sana, Ashish Kumar, Bappaditya Biswas, Samyabrata Das i Sandeep Poddar. Sustainable Strategies for Economic Growth and Decent Work: New Normal. Lincoln University College, Malaysia, 2022. http://dx.doi.org/10.31674/book.2022sseg.
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Almost every country throughout the globe has been affected by the Covid-19 pandemic. The virus's propagation has a disastrous effect on both human health and the economy as a whole. The COVID-19 global recession is the worst since World War II ended. According to the IMF's April 2021 World Economic Outlook Report, the global economy declined by 3.5 percent in 2020, 7 percent drop from the 3.4 percent growth predicted in October 2019. While almost every IMF-covered nation saw negative growth in 2020, the decline was more extreme in the world's poorest regions. The global supply system and international trade of all countries, including India, were affected by the nationwide lockdown in India and around the world to stop the pandemic from spreading. Since the beginning of 2020, the Covid-19 pandemic has had a negative impact on the global business climate. The COVID-19 pandemic has resulted in significant public health and economic problems in South Asian countries and the worst impacted being India, Bangladesh and Pakistan in recent years. The nationwide lockdown adopted by the countries was effective in slowing down the spread of the coronavirus in South Asia, but it came at a substantial financial and social cost to society. Manufacturing activities in Japan, South Korea, Indonesia, Vietnam, and the Philippines have shrunk sharply. Tourism, trade and remittances, and all major sources of foreign money for South Asian countries, have been substantially impacted. The COVID-19 spread has had a significant influence on global financial markets. The international financial and energy markets substantially dropped as the number of cases began to rise globally, primarily in the United States, Italy, Spain, Germany, France, Iran, and South Korea along with South Asian countries. Reduced travel has had a substantial impact on service businesses such as tourism, hospitality, and transportation. According to IMF, (space required after,) 2020 South Asian economies are likely to shrink for the first time in 4 decades. The pandemic has pushed millions into poverty and widened income and wealth disparities because of premature deaths, workplace absenteeism and productivity losses. A negative supply shock has occurred with manufacturing and productive activity decreasing due to global supply chain disruptions and factory closures. This resulted in a severe short-term challenge for policymakers, especially when food and commodity prices rise, exacerbating economic insecurity. Failure to achieve equitable recovery might result in social and political unrest, as well as harsh responses from governments that have been less tolerant of dissident voices in recent years. Almost every area of the Indian economy is being ravaged by the pandemic. But the scope and degree of the damage vary from sector to sector within each area. One of the worst-affected areas in India is the Micro, Small, and Medium Enterprises (MSMEs) sector. Apart from MSMEs, Agriculture and Agro-based industries, Banking companies and NBFCs and Social Sectors are also in jeopardy. The pandemic creates turmoil in the Capital Market and Mutual Funds industry. India's auto manufacturing and its ancillary sectors were badly hit during the initial stages of the pandemic when lockdown measures were adopted and the situation continued to remain subdued for many quarters. It is still uncertain whether this recession will have long-term structural ramifications for the global economy or will have only short-term financial and economic consequences. Additionally, the speed and the strength of the healing may be crucially dependent on the capability of the governments to accumulate and roll out the COVID-19 vaccines. In the context of the pandemic and its devastating impact on the Indian economy, an edited volume is proposed which intends to identify and analyse the footfalls of the pandemic on various sectors and industries in India. The proposed edited volume endeavours to understand the status, impact, problems, policies and prospects of the agricultural and agro-based industries, Banking and NBFCs, MSMEs, Social Sector, Capital Market and Mutual Funds during the pandemic and beyond. The proposed volume will contain research papers/articles covering the overall impact of the pandemic on various sectors, measures to be adopted to combat the situation and suggestions for overcoming the hurdles. For this, research papers and articles will be called from academicians, research scholars and industrialists having common research interests to share their insights relating to this area. It is anticipated that the volume will include twenty to twenty-five chapters. An editorial committee will be constituted with three chief editors and another external editor to review the articles following a double-blind review process to assure the quality of the papers according to the global standards and publisher's guidelines. The expected time to complete the entire review process is one month, and the publication process will start thereafter. The proposed volume is believed to be having significant socio-economic implications and is intended to cater to a large audience which includes academicians, researchers, students, corporates, policymakers, investors and general readers at large.
Części książek na temat "Student numbers growth"
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Välimaa, Jussi. "The Growth of Student Numbers and the Establishment of Polytechnics". W Higher Education Dynamics, 261–89. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20808-0_11.
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Kubicek, Astrid. "Models for Logistic Growth Processes (e.g. Fish population in a Pond, Number of Mobile Phones within a Given population)". W Real-World Problems for Secondary School Mathematics Students, 187–208. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-543-7_11.
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Rabossi, Marcelo, Ariadna Guaglianone i Alex Markman. "Internationalization of Higher Education in Argentina upon the Arrival of COVID-19: Reactions and Lessons from the Perspective of International Relations Office". W The Impact of Covid-19 on the Institutional Fabric of Higher Education, 199–221. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26393-4_8.
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AbstractThe interdependence between countries in relation to the production and transfer of knowledge has grown steadily since the 1980s. As a result, in the past two decades the number of students crossing borders to pursue an education abroad skyrocketed. However, the arrival of COVID-19 in early 2020 imposed a series of restrictions on this exponential expansion. Closed borders and semi-frozen economies resulted in unprecedented challenges for university administrators. The International Relations Offices (IROs), responsible for the promotion and administration of collaboration agreements, nobilities, joint academic activities, international positioning, and overseas student recruitment, were especially challenged by the pandemic and its consequences. This chapter’s objective is to assess how the IROs reacted and shifted their activities in response to the restrictions in global mobility brought about by COVID-19. To capture this behavior, we conducted a series of interviews with key actors at two public and two private universities in Argentina. To contrast theory and evidence, we used some principles that emerge from Resilience Theory.
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Wihtol de Wenden, Catherine. "Immigration Policies". W IMISCOE Research Series, 15–35. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31716-3_2.
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AbstractAn international migrant is defined as somebody who lives in a different country from that in which they were born, irrespective of their nationality. According to this definition, there are 284 million international migrants in the world (UNDESA Report, 2021), a number which has rapidly grown since the 1990s (120 million). However, there is a far greater number of internal migrants, travelling within national borders, currently standing at 740 million. Whereas “migrants” are defined geographically (mobility across borders for more than 1 year), the “foreigner” is defined legally, as a non-national. There are therefore always more international migrants than there are foreigners, since some migrants are non-nationals in their place of residence, while others have naturalised to become nationals. Irregular migrants are not included in international and internal statistics. International migrants may belong to one of several categories, in a context of blurred categorisations and mixed migration flows. Foreign workers make up the largest group, although in old immigration countries, such as the US and certain European countries, family reunification makes up the largest group. There are increasing numbers of international students, as well as refugees. We can distinguish between voluntary migration (work, family reunification, studies) and forced migration (refugees, environmentally displaced persons), and observe patterns with regard to the gender of migrants (overall, men and women make up 52% and 48% of international migrants respectively), age (senior, economically active, and minor migrants), their degree of qualification (broadly, skilled and unskilled migrants), and their legal or irregular status. However, the increasing globalisation of migration is making it more and more difficult to distinguish between some profiles, especially between voluntary and forced migrants.
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Bista, Krishna, Ghanashyam Sharma i Uttam Gaulee. "International Student Mobility". W International Student Mobility and Opportunities for Growth in the Global Marketplace, 1–14. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3451-8.ch001.
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Student mobility has increasingly become a key issue of policy and practice in higher education. This chapter presents a set of critical views about international student mobility globally, setting the context for emerging voices and critical lenses. The authors argue that educators should look into the bigger picture of mobility to understand its complex and multifaceted issues which go beyond counting enrollment numbers. Where do students go to study and why? Where do they come from and who was able to leave home? What obstacles do students face and how do they overcome them? There are some of the central questions of student mobility discourse. In this backdrop, the authors argue that students must be treated fairly by the simple logic of reciprocity: international students are “international” in the host countries in the same way as study abroad students will be “international” by default in the receiving countries. The only question is whether we are ready to accept a humane world where mobile students are valued as part of a global community and for global good, rather than just viewed in terms of mercenary drives of the market.
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Finn, Chester E., i Andrew E. Scanlan. "Growth Industry". W Learning in the Fast Lane, 32–50. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691178721.003.0004.
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This chapter looks at more recent developments and the present state of Advanced Placement (AP). Advanced Placement's recent decades are notable for the program's stunning growth on multiple dimensions. Many more schools, students, and subjects joined in, and they did so at accelerating rates. At least five factors have fueled the AP program's expansion in recent years. First, the use of AP participation to rate and rank high schools has impelled more of them to increase their student numbers so as to boost their standings. Second, schools and districts were induced to add more AP courses because they wanted to challenge their students intellectually, tone up their curricula, hold on to their best teachers, attract and retain more middle-class families, draw more sophisticated employers to the area, and respond to demands from parents of gifted kids. Third, the country's mounting concern about equalizing opportunity for poor and minority youngsters and getting more of them into and through college inevitably drew greater attention to AP's potential contribution. Fourth, stiffening competition to enter top colleges and more scrambling by kids to advantage themselves in the admissions process also continued to pump air into the AP balloon. The fifth factor is the forceful marketing and lobbying activities of the College Board itself. As AP has expanded, it has done so unevenly, however, giving rise to multiple issues of fairness. The chapter then considers these inequalities.
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Casson, Catherine, Mark Casson, John S. Lee i Katie Phillips. "Legacy: Cambridge in the 14th and 15th Centuries". W Compassionate Capitalism, 317–40. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529209259.003.0007.
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Chapter 7 connects the book to work on the subsequent history of Cambridge, including that on the development of the University. It considers the extent to which trends identified in the Hundred Rolls continued into the fourteenth century. Cambridge adjusted to the decline in its agricultural trade after the Black Death by developing its service sector, linked to university education. The role of family dynasties remained significant, but the period was characterised by the growth of three key institutions – the borough corporation, the guilds, and the colleges. College property holdings increased, driven by increasing student numbers, and the colleges gradually obtained rights to the meadows adjoining the river to the west of the town. The foundation of King’s College transformed the street plan in the west of Cambridge, obliterating many ancient streets and buildings, but providing new economic opportunities to supply the academic community.
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Novitzki, James E. "Asynchronous Learning Tools - What is Really Needed, Wanted and Used?" W Web-Based Learning and Teaching Technologies, 60–78. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-60-5.ch005.
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The concept of distance learning, where the instructor and student remain geographically separated, has been used for almost 150 years, since Sir Isaac Pitman came up with the idea of delivering instruction through the use of correspondence courses (Phillips-Vicky, 1998). Despite this history, the move toward more open learning has been not much more than a trend, and it is unlikely that a teaching professional from 100 years ago would feel uncomfortable in the classroom of today (Papert,1992). Yet, distance learning and asynchronous learning (ASL) in particular are areas of rapid growth. Morse, Glover, and Travis (1997) conducted a survey of 205 schools in 1994-1995. Of the respondents only 26% were involved in distance learning. Three years later Phillips-Vicky (1998) reported that 180 accredited graduate schools and more than 150 undergraduate colleges and universities were supporting distance learning programs, and most schools surveyed would have some form of distance learning programs available in the next one to two years. Distance learning is still not a mainstream educational method, and few institutions have the knowledge and experience to successfully offer full programs in this format. Even the University of Phoenix, which advertises on-line degrees, has only 7,000 on-line students out of a total student body of more than 53,000 (University of Phoenix, 1999). Considering the large numbers of Web-based distance learning products being marketed and the combinations of features offered, it is a monumental task for a school to make an educated decision on which, if any, of these products can meet their requirements. This chapter has several objectives. First, it discusses significant issues for consideration by any institution planning to develop a Web-based distance learning program and identifies the attributes necessary for effective ASL. Second, it identifies some current development tools and what they provide the instructor to develop and administer a course in an asynchronous format using the World Wide Web. Third, it discusses how some of these Web-based tools were employed in a graduate business program, and how students responded to and used them. Fourth, it ends with general observations about the use of the tools from both faculty and student standpoints and recommendations for institutions planning on moving into ASL distance education using Web-based tools.
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Williams-Watson, Stacey A. "Minority STEM Students' Perspectives on Their Persistence in College". W Accessibility and Diversity in the 21st Century University, 198–217. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2783-2.ch010.
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The United States needs to increase the number of science, technology, engineering, and math (STEM) graduates to remain competitive in the global market and maintain national security. Minority students, specifically African American and Hispanic, are underrepresented in STEM fields. As the minority population continues to grow, it is essential that higher education institutions improve minority students' persistence in STEM education. This chapter addresses existing research focused on student retention and obstacles and barriers related to minority students. However, there is little evidence that researches have actually addressed the issue by uncovering the minority students' perspectives. Consequently, the aim of this chapter is to provide a window into the minority student's persistence in STEM programs through a theoretical framework of student retention and the students' experiences.
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Wachira, Patrick. "Learning to Teach Mathematics Online". W Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education, 234–44. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1476-4.ch014.
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Online learning has become an important vehicle for student learning. The number of students choosing the online learning option to earn their degrees has grown over the recent years. Many universities across the US already offer web-based learning and are placing more courses online. This trend is motivated by several issues among which is new pedagogical opportunities web-based learning provides, advancement on research in online education, increasing student numbers, reaching diverse audiences, and meeting students at their own time and place. Even so, there is little research on its effectiveness especially in the context of mathematics teaching to strengthen preservice teachers' subject-matter knowledge and pedagogical skills. This chapter presents an investigation into how online learning can meet the goals of teaching mathematics in a way that is consistent with mathematics education reform goals of developing mathematical understanding.
Streszczenia konferencji na temat "Student numbers growth"
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Young, Paul W. "Student-produced video of role-plays on topics in cell biology and biochemistry: A novel undergraduate group work exercise". W Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.15.
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Group work or cooperative learning is a form of active learning that has potential benefits that extend beyond just being an alternative or improved way of learning course material. For example, Shimazoe and Aldrich (2010) identified six proposed benefits of active learning to students, namely (1) promoting deep learning, (2) helping students earn higher grades, (3) teaching social skills & civic values, (4) teaching higher order thinking skills, (5) promoting personal growth and (6) developing positive attitudes toward autonomous learning. There is evidence for the effectiveness of role-plays both in achieving learning outcomes (Azman, Musa, & Mydin, 2018; Craciun, 2010; Latif, Mumtaz, Mumtaz, & Hussain, 2018; McSharry & Jones, 2000; Yang, Kim, & Noh, 2010), but also in developing desirable graduate attributes such as teamwork, communication and problem solving skills [4]. The importance of such skills is widely touted by employers of science graduates, sometimes more so than discipline-specific knowledge, arguing in favour of the incorporation of role-plays and other forms of cooperative learning into undergraduate science curricula. Role-playing is probably not as widely used in the physical and life sciences as it is in other academic disciplines. In science the most obvious role-play scenarios in which students play the roles of people might be in examining historical figures at the centre of famous scientific discoveries or debates (Odegaard, 2003). In addition, role-plays fit well at the interface between science and other discipline when exploring ethical, legal or commercial implications of scientific discoveries(Chuck, 2011). However, to apply role-play to core topics in science or mathematics the roles that must be played are not those of people but rather of things like particles, forces, elements, atoms, numbers, laws, equations, molecules, cells, organs and so on. The learning scenarios for science-based roleplays in which the characters represented are not people are less obvious, probably explaining why the use of role-plays in science education is less common. Nevertheless, focusing on the life sciences, role-plays in which the characters are organelles in a cell or enzymes involved in fundamental cellular processes like DNA replication, RNA transcription and protein translation have been described for example (Cherif, Siuda, Dianne M. Jedlicka, & Movahedzadeh, 2016; Takemura & Kurabayashi, 2014). The communication of discipline-specific templates and successful models for the application of role-playing in science education is likely to encourage their wider adoption. Here I describe a videoed group role-play assignment that has been developed over a ten-year period of reflective teaching practice. I suggest that this model of videoed group role-plays is a useful cooperative learning format that will allow learners to apply their varied creativity and talents to exploring and explaining diverse scientific topics while simultaneously developing their teamwork skills.
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McKay, Marianne, Antoinette Smith-Tolken i Anne Alessandri. "Layering Learning for Work-Readiness in a Science Programme". W Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7942.
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In order to prepare our students for a challenging workplace, the Department of Viticulture and Oenology at Stellenbosch University in South Africa have ‘layered’ Engaged Learning strategies throughout the four-year undergraduate degree in an approach that is innovative in a science-based programme. In this research project, we assessed the effects of service-learning (SL) and a six-month internship on student employability by analysing reflections that were collected over a number of years. We also asked industry members whether they felt students had improved in key areas after the final year internship. The student submissions for SL showed evidence of personal growth and transformation, and those for the internship reflected industry requirements for professional skills in a complex and technically demanding milieu. It was found that these engaged experiences provided sound preparation for working life, as well as giving students opportunities for self-questioning and personal growth, which is unusual in the natural sciences learning environment.
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Cinite, Ilva, i Girts Barinovs. "MEASURING KNOWLEDGE GROWTH FOR INDIVIDUAL BACHELOR STUDENTS AT SCIENCE COURSES OF UNIVERSITY OF LATVIA". W 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.47.
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The purpose of this study is to measure the development of students’ conceptual understanding of basic physics concepts at introductory physics courses at the University of Latvia. The authors of the research have translated, tested and verified the Force Concept Inventory and other Concept Inventories in the context of Latvian education system. The results demonstrated a low improvement of physics understanding using present lecturing approach, which suggests the need for an active learning environment and student-centred learning approach in physics courses at University of Latvia. Due to the very small number of physics graduates from physics faculties in Latvia and especially small number of physics teachers, it becomes increasingly important that these students acquire good conceptual understanding of physics. Keywords: STEM education, conceptual understanding, evidence-based approaches.
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Nomaguchi, Yutaka, Daisuke Tsutsumi i Kikuo Fujita. "Design Achievement Model for Planning Creative and Concurrent Design Process". W ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-49799.
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Planning of an upstream design process that includes creative and concurrent activities has become more important for product development in a competitive market. A significant characteristic of upstream planning is that the design process is one of knowledge creation. During this process, a designer makes progress toward a more advanced knowledge level that corresponds to a more advanced design achievement. In most cases of a creative and concurrent design process, however, a designer has to compromise design achievement because of constraints such as delivery time, cost, and another designer’s intention. Therefore, in planning a design process, it is more essential to set an acceptable level of design achievement and to predict whether or not a planned design process can ensure this level, than to predict the design time needed to totally achieve the design goals. This paper proposes a new method of design process planning that focuses on quantitative prediction of knowledge level achieved in a creative and concurrent design process. A growth curve model using fuzzy numbers is introduced to predict the final achievement of each task and final achievement of consistency between tasks after running a planned design process. The reliability model of a serial system is used to calculate the total acceptability of the design achievement. An experimental system that supports design process planning based on the proposed method is developed. This paper demonstrates its application to a student design project in order to show the power of the method.
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Cinite, Ilva, i Girts Barinovs. "INCREASED STUDENT PERFORMANCE ON PHYSICS CONCEPT INVENTORY TEST AFTER STUDENT-CENTRED APPROACH IN UNIVERSITIES OF LATVIA". W SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.39.
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Education research has repeatedly shown that active learning in physics is pedagogically more efficient than traditional lecture courses. Widespread application of the active learning is slowed down by the lack of data on the performance of the active learning in widely varying circumstances of different educational systems. We measured the level of understanding of basic physics concepts using Force Concept inventory for students who enrol at different universities in Latvia in calculus-based and non-calculus-based groups and compared the student performance to the pre-test results elsewhere in the world. We measured the growth of concept inventory test results and studied the dependence of the growth on the teaching approach used by university lecturers. About 450 undergraduate students from 12 groups of science and engineering courses taught by 8 lecturers were involved in the study at three universities in Latvia. The Force Concept Inventory multiple-choice test was translated to Latvian and used for pre-/post-tests. The pre-test results showed that the maximum of the distribution of correct answers for non-calculus groups is around 20%, which is the value obtained by the random guessing of test answers, whereas the pre-test results of calculus-based groups was about 50% of correct answers. The test score after taking post-test confirmed that the growth of students’ tests results is closely related to the teaching approach chosen by lecturer, showing that in order to provide physics graduates with a good conceptual understanding of physics, student centred teaching approach was crucial. The use of concept inventories in undergraduate physics education to measure the progress of learning appears to be particularly important in the current situation with a small number of students in physics and a critically small number of future physics teachers, when efficiency of teaching is of crucial importance. Keywords: STEM education quality, conceptual understanding, student-centred approach
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Aninkan, Anjola S., i Eyitayo A. Makinde. "Fertilizer Rate for Optimum Growth and Yield of Egusi Melon (ColocynthiscitrullusL.)/ Hot Pepper (Capsicum chinense, Jackquin cv. rodo) Intercrop". W International Students Science Congress. Izmir International Guest Student Association, 2021. http://dx.doi.org/10.52460/issc.2021.005.
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The use of chemical fertilizers as a supplemental source of nutrients has been on the increase but they are not applied in balanced proportion by most farmers [1]. Also, fertilizer requirements of the mixed intercropping systems have been a matter of conjecture; some studies had suggested that fertilizer requirements of the dominant component be applied [2], others recommend that the sum of the sole crop requirements, be applied [3]. Teriah [4], however, stated that both practices have proved either inadequate or wasteful. In this experiment the effects of different rates of NPK 15-15-15 fertilizer application on growth and yield of hot pepper and Egusi melon in an intercropping system was examined to determine optimum rate for production. The experiment was carried out at the Teaching and Research Farm of the Federal University of Agriculture Abeokuta, in the south western part of Nigeria. It took place from March to October 2017 during the growing season. The experiment was laid out in a Randomized Complete Block Design (RCBD) with 5 treatments (fertilizer rates) and 3 replicates. Treatments were; 0, 100, 200, 300 and 400 kg/ha of NPK 15-15-15 applications. Plot size was 3m by 3m with a 1.5m gang way round each plot to reduce inter-plot effect. Data were collected on growth parameters at 6 weeks after treatment (WAT) and continued at two-week intervals until 10 WAT. Four plants each of pepper and Egusi melon from the inner rows were randomly selected and tagged for the purpose of data collection. Data on yield were also collected at ripening. Analysis of variance (ANOVA) was carried out on each observation and the Least Significant Difference (LSD) was used for means separation (P≤0.05). The effects of fertilizer rates showed significant difference on pepper plant height, number of leaves, number of branches and leaf area. However, there was no significant difference in the effect of fertilizer rate on days to 50% flowering of pepper. Number of vines and vine length of Egusi melon were significantly different in their responses to fertilizer rates but the leaf area and days to 50% flowering of melon were similar at the various treatment levels. Meanwhile, total fruit yield of pepper, number of Egusi melon pods per hectare and the dry matter yield of Egusi melon showed significant difference. It was concluded from the study that the growth and yield of pepper and Egusi melon in intercrop increased with increase in fertilizer rate up to 400Kg/ha of NPK (15:15:15). However, higher fertilizer application rates should be explored in future studies for a better yield increase. These studies should be carried out with various compositions of inorganic and organic fertilizer application rates to ensure sustainable fertilizer application and to also preserve the natural fertility of the soil.
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Rapp, Will. "GLSEN Rainbow Library". W Kansas LGBTQ Symposium. Fort Hays State University, 2022. http://dx.doi.org/10.58809/wwmk3355.
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" GLSEN Kansas, as a part of a national network works to ensure that LGBTQ students are able to learn and grow in a school environment free from bullying and harassment. GLSEN believes that every student has the right to a safe, supportive, and LGBTQ-inclusive K-12 education. Our research and experience has shown that there are four major ways that schools can cultivate a safe and supportive environment for all of their students, regardless of sexual orientation, gender identity or expression: developing supportive educators, advocating for comprehensive inclusive policies, providing inclusive curriculum and supporting student led GSAs. The GLSEN Rainbow Library was started as a chapter project of GLSEN Connecticut, and has grown into a nationwide program in just a few years. <a href=""http://www.glsen.org/"" target=""_blank"">GLSEN</a>'s Rainbow Library is a program that sends LGBTQ+ affirming K-12 text sets to schools across select states - for free! GLSEN also provides a number of supports for Rainbow Library recipients to help recipients fight book bans and censorship. This session will share the details of the program and provide details on supports available to librarians and school staff."
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Malheiros, Igor, João Martins De Oliveira Neto i Alexandre Duarte. "Science Without Borders: A Descriptive Mobility Study". W IV Brazilian Workshop on Social Network Analysis and Mining. Sociedade Brasileira de Computação - SBC, 2015. http://dx.doi.org/10.5753/brasnam.2015.6775.
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The international student exchange market has grown significantly over the last decade. In an effort to improve the country's science and technology production, the Brazilian government created the Ciência sem Fronteiras program. The program provides funding for undergraduate and postgraduate students to study abroad. This paper analyzes data from this program, identifying patterns on distributions of students, their states in Brazil, destinations and areas of study. The results show that the long tail distribution appears ordinarily in the data. Furthermore, between pairs of data, the results showed that Quetelet's index was low in most cases, except in a few outliers, such as countries that have hosted a very small number of students.
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Mokhtar, Wael A. "Computational Fluid Dynamics and Students’ Creativity". W ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-73009.
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Abstract One of the known definitions of engineering is the creative application of principles. Also, one of the recent trends in engineering education is a more comprehensive view of design skills, ABET, Student Outcomes 2. The design constraints have been expanding beyond the technical requirements to include public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors. Creativity and deign are two sides of one coin. In the published literature, there is a debate if creativity can be taught and grow in students or it is a personal gift for a limited number of future engineers. In this work, Computational Fluid Dynamics (CFD) is discussed as a tool that can grow the creativity kills in students. With the enhanced simulation environment of CFD tools, students can expand their design skills and grow their creativity beyond the limitations of physical modeling.
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Moura, Ana S., i M. Natália D. S. Cordeiro. "Grading versus Reliability: how Academia perspectives evaluation on MOOCs". W Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8121.
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Massive Open Online Courses (MOOCs) have experienced in recent years a significant growth in courses'offer and the number of enrolled students. Nevertheless, the controversy regarding if its quality is reliable, namely in student evaluation and assessment, has not found closure. In this study, we aim at establishing an initial prospection of the academic teaching professionals' perspective regarding the quality of the most common/usual evaluation methods and tools used in MOOCs. After the elaboration of a questionnaire and its implementation to an international sample of academic professors, the analysis of the answers allows perceiving which MOOC grading methods are acceptable in presential Higher Education courses and its eventual acceptable weight in the final grade. Further, within certain constraints, a large percentage of the inquired academics presented no problem with the inclusion of MOOC grading methods on their non-online courses. Overall, within those constraints, the academics felt the quality of the academic orthodox courses was maintained, a perspective that can contribute to change eventual suspicious attitudes regarding MOOCs evaluation methodologies and their student assessment.
Raporty organizacyjne na temat "Student numbers growth"
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Liu, Xian-Liang, Tao Wang, Daniel Bressington, Bróna Nic Giolla Easpaig, Lolita Wikander i Jing-Yu (Benjamin) Tan. Influencing factors and barriers to retention among regional and remote undergraduate nursing students in Australia: A systematic review of current research evidence. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, czerwiec 2022. http://dx.doi.org/10.37766/inplasy2022.6.0087.
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Review question / Objective: To explore the attrition problems, influencing factors and barriers to retention among regional and remote nursing students who enrolled in the undergraduate programs in Australia. Condition being studied: Student retention concerns an individual’s commitment to an learning goal. Low student retention has been a long-standing issue for nursing programs and it is an important threat to the future nursing workforce. Attrition is measured by the number of students enrolled in the first year who do not complete their study in the following year. With the growth of online programs, the issue of high attrition raises concern for students enrolled in these programs. Moreover, the social context of students may influence positive motivation and affect their decision to stay in their nursing programs.
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Feldgoise, Jacob, i Remco Zwetsloot. Estimating the Number of Chinese STEM Students in the United States. Center for Security and Emerging Technology, październik 2020. http://dx.doi.org/10.51593/20200023.
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In recent years, concern has grown about the risks of Chinese nationals studying science, technology, engineering and mathematics (STEM) subjects at U.S. universities. This data brief estimates the number of Chinese students in the United States in detail, according to their fields of study and degree level. Among its findings: Chinese nationals comprise 16 percent of all graduate STEM students and 2 percent of undergraduate STEM students, lower proportions than were previously suggested in U.S. government reports.
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Lavadenz, Magaly, i Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.
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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, Iryna I. Deinega, Andrii V. Iatsyshyn, Oleksandr O. Popov, Yulii G. Kutsan, Volodymyr O. Artemchuk, Oleksandr Yu Burov i Svitlana H. Lytvynova. Application of augmented reality technologies for preparation of specialists of new technological era. [б. в.], luty 2020. http://dx.doi.org/10.31812/123456789/3749.
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Augmented reality is one of the most modern information visualization technologies. Number of scientific studies on different aspects of augmented reality technology development and application is analyzed in the research. Practical examples of augmented reality technologies for various industries are described. Very often augmented reality technologies are used for: social interaction (communication, entertainment and games); education; tourism; areas of purchase/sale and presentation. There are various scientific and mass events in Ukraine, as well as specialized training to promote augmented reality technologies. There are following results of the research: main benefits that educational institutions would receive from introduction of augmented reality technology are highlighted; it is determined that application of augmented reality technologies in education would contribute to these technologies development and therefore need increase for specialists in the augmented reality; growth of students' professional level due to application of augmented reality technologies is proved; adaptation features of augmented reality technologies in learning disciplines for students of different educational institutions are outlined; it is advisable to apply integrated approach in the process of preparing future professionals of new technological era; application of augmented reality technologies increases motivation to learn, increases level of information assimilation due to the variety and interactivity of its visual representation. Main difficulties of application of augmented reality technologies are financial, professional and methodical. Following factors are necessary for introduction of augmented reality technologies: state support for such projects and state procurement for development of augmented reality technologies; conduction of scientific research and experimental confirmation of effectiveness and pedagogical expediency of augmented reality technologies application for training of specialists of different specialties; systematic conduction of number of national and international events on dissemination and application of augmented reality technology. It is confirmed that application of augmented reality technologies is appropriate for training of future specialists of new technological era.
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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha i Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], luty 2020. http://dx.doi.org/10.31812/123456789/3759.
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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
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Lynch, Clifford, i Diane Goldenberg-Hart. Beyond the Pandemic: The Future of the Research Enterprise in Academic Year 2021-22 and Beyond. Coalition for Networked Information, sierpień 2021. http://dx.doi.org/10.56561/mwrp9673.
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In early June 2021, representatives from a number of CNI member institutions gathered for the third in a series of Executive Roundtable discussions that began in spring 2020, during the early days of the COVID-19 emergency. The conversations were intended to inform our understanding of how the pandemic had impacted the research enterprise and to share information about how institutions were planning to shape investments and strategies surrounding the research enterprise going forward. Previous Roundtables were held in April and September 2020 and reports from those conversations are available from http://www.cni.org/tag/executive-roundtable-report. As with the earlier Roundtables on this topic, June participants primarily included senior library administrators, directors of research computing and information technology, and chief research officers from a variety of higher education institutions across the US and Canada; most participating member institutions were public universities with high research activity, though some mid-sized and private institutions participated as well. The June Roundtable took place in a single convening, supplemented by an additional conversation with a key institution unable to join the group meeting due to last-minute scheduling conflicts. As before, we urged participants to think about research broadly, encompassing the humanities, social sciences, and fieldwork activities, as well as the work that takes place in campus laboratories or facilities shared by broader research communities; indeed, the discussions occasionally considered adjacent areas such as the performing arts. The discussion was wide-ranging, including, but not limited to: the challenges involving undergraduate, graduate and international students; labs and core instrumentation; access to physical collections (libraries, museums, herbaria, etc.) and digital materials; patterns of impact on various disciplines and mitigation strategies; and institutional approaches to improving research resilience. We sensed a growing understanding and sensitivity to the human toll the pandemic has taken on the research community. There were several consistent themes throughout the Roundtable series, but shifts in assumptions, planning, and preparation have been evident as vaccination rates have increased and as organizations have grown somewhat more confident in their ability to sustain largely in-person operations by fall 2021. Still, uncertainties abound and considerable notes of tentativeness remain, and indeed, events subsequent to the Roundtable, such as the large-scale spread of the Delta variant of COVID-19 in the US, have eroded much of the confidence we heard in June 2021, though probably more around instructional strategies than the continuity of the research enterprise. The events of the past 18 months, combined with a growing series of climate change-driven disruptions, have infused a certain level of humility into institutional planning, and they continue to underscore the importance of approaches that emphasize resilience and flexibility.