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Author: Barnett, Ronald
Publisher: McGraw-Hill Education (UK)
ISBN: 0335212891
Category : Education
Languages : en
Pages : 200
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Book Description
This book discusses the changes taking place in higher education, especially in the UK, in which curricula are being reframed to enable students to acquire skills that have market value.
Author: Barnett, Ronald
Publisher: McGraw-Hill Education (UK)
ISBN: 0335212891
Category : Education
Languages : en
Pages : 200
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Book Description
This book discusses the changes taking place in higher education, especially in the UK, in which curricula are being reframed to enable students to acquire skills that have market value.
Author: Brent Carnell
Publisher: UCL Press
ISBN: 1787350878
Category : Education
Languages : en
Pages : 284
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Book Description
A complementary volume to Dilly Fung’s A Connected Curriculum for Higher Education (2017), this book explores ‘research-based education’ as applied in practice within the higher education sector. A collection of 15 chapters followed by illustrative vignettes, it showcases approaches to engaging students actively with research and enquiry across disciplines. It begins with one institution’s creative approach to research-based education – UCL’s Connected Curriculum, a conceptual framework for integrating research-based education into all taught programmes of study – and branches out to show how aspects of the framework can apply to practice across a variety of institutions in a range of national settings. The 15 chapters are provided by a diverse range of authors who all explore research-based education in their own way. Some chapters are firmly based in a subject-discipline – including art history, biochemistry, education, engineering, fashion and design, healthcare, and veterinary sciences – while others reach across geopolitical regions, such as Australia, Canada, China, England, Scotland and South Africa. The final chapter offers 12 short vignettes of practice to highlight how engaging students with research and enquiry can enrich their learning experiences, preparing them not only for more advanced academic learning, but also for professional roles in complex, rapidly changing social contexts.
Author: Dilly Fung
Publisher: UCL Press
ISBN: 1911576348
Category : Education
Languages : en
Pages : 184
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Book Description
Is it possible to bring university research and student education into a more connected, more symbiotic relationship? If so, can we develop programmes of study that enable faculty, students and ‘real world’ communities to connect in new ways? In this accessible book, Dilly Fung argues that it is not only possible but also potentially transformational to develop new forms of research-based education. Presenting the Connected Curriculum framework already adopted by UCL, she opens windows onto new initiatives related to, for example, research-based education, internationalisation, the global classroom, interdisciplinarity and public engagement. A Connected Curriculum for Higher Education is, however, not just about developing engaging programmes of study. Drawing on the field of philosophical hermeneutics, Fung argues how the Connected Curriculum framework can help to create spaces for critical dialogue about educational values, both within and across existing research groups, teaching departments and learning communities. Drawing on vignettes of practice from around the world, she argues that developing the synergies between research and education can empower faculty members and students from all backgrounds to contribute to the global common good.
Author: Elmarie Costandius
Publisher: AFRICAN SUN MeDIA
ISBN: 1920689699
Category : Education
Languages : en
Pages : 173
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Book Description
The authors aim to stimulate discussion about the nature and purposes of critical citizenship education in higher education. Rather than promoting a blueprint for change, the authors thoughtfully consider a generative research agenda for transformative higher education and focus on how this orientation in higher education plays out on the ground. This book, together with its Coda that takes the conversation beyond critical citizenship education to include responsible citizenship, provides compelling reasons and sound suggestions for a way forward.
Author: Dawn A. Morley
Publisher: Springer Nature
ISBN: 3030469514
Category : Education
Languages : en
Pages : 425
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Book Description
This open access book critiques real world learning across both the curriculum and extracurricular activities. Drawing on disciplines as diverse as business, health, fashion, sociology and geography, the editors and authors employ a cross-disciplinary approach to examine how this concept is being applied in higher education. Divided into three parts, the authors and contributors analyse broader applications of real world learning, student experience of practicing in a real world setting, and how learning strategies can be employed to engage students in real world learning. The editors and contributors provide up-to-date, cross-disciplinary and international insights into how real world learning could be integrated into the higher education curriculum to support effective, relevant and life-long learning for 21st century students.
Author: Alison Cook-Sather
Publisher: John Wiley & Sons
ISBN: 1118434587
Category : Education
Languages : en
Pages : 310
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Book Description
A guide to developing productive student-faculty partnerships in higher education Student-faculty partnerships is an innovation that is gaining traction on campuses across the country. There are few established models in this new endeavor, however. Engaging Students as Partners in Learning and Teaching: A Guide for Faculty offers administrators, faculty, and students both the theoretical grounding and practical guidelines needed to develop student-faculty partnerships that affirm and improve teaching and learning in higher education. Provides theory and evidence to support new efforts in student-faculty partnerships Describes various models for creating and supporting such partnerships Helps faculty overcome some of the perceived barriers to student-faculty partnerships Suggests a range of possible levels of partnership that might be appropriate in different circumstances Includes helpful responses to a range of questions as well as advice from faculty, students, and administrators who have hands-on experience with partnership programs Balancing theory, step-by-step guidelines, expert advice, and practitioner experience, this book is a comprehensive why- and how-to handbook for developing a successful student-faculty partnership program.
Author: Vincent C. H. Tong
Publisher: UCL Press
ISBN: 1787351114
Category : Education
Languages : en
Pages : 342
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Book Description
Forging closer links between university research and teaching has become an important way to enhance the quality of higher education across the world. As student engagement takes centre stage in academic life, how can academics and university leaders engage with their students to connect research and teaching more effectively? In this highly accessible book, the contributors show how students and academics can work in partnership to shape research-based education. Featuring student perspectives, it offers academics and university leaders practical suggestions and inspiring ideas on higher education pedagogy, including principles of working with students as partners in higher education, connecting students with real-world outputs, transcending disciplinary boundaries in student research activities, connecting students with the workplace, and innovative assessment and teaching practices. Written and edited in full collaboration with students and leading educator-researchers from a wide spectrum of academic disciplines, this book poses fundamental questions about learning and learning communities in contemporary higher education.
Author: Curt Dudley-Marling
Publisher: Teachers College Press
ISBN: 0807772259
Category : Education
Languages : en
Pages : 241
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Book Description
Despite growing evidence that all students will benefit from engaging and challenging instruction, many struggling students continue to experience a circumscribed curriculum that emphasizes low-level skills. Featuring contributions from emerging and well-known researchers, this important volume is about the enactment of high-expectation curricula in everyday practice. Chapters document specific classroom strategies that make a difference in the learning of students from low socioeconomic backgrounds and cultural and linguistic minority communities. While the book focuses on language and literacy instruction, key chapters on math and science also demonstrate high-expectation teaching across the curriculum. Book Features: A broad framework for creating high-expectation curricula in underperforming K12 schools, clear illustrations of what alternative literacy practices look like, powerful examples of rich math and science instruction, research-based strategies for second language learners, students with disabilities, and struggling readers, an incisive critique of the deficit-driven curricula that dominates in underachieving schools and classrooms.
Author: Michael Anthony Samuel
Publisher: Springer
ISBN: 9463008969
Category : Education
Languages : en
Pages : 18
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Book Description
Discomfort with the inappropriateness of university curricula has met with increasing calls for disruptive actions to revitalise higher education. This book, conceived to envision an alternative emancipatory curriculum, explores the historical, ideological, philosophical and theoretical domains of higher education curricula. The authors acknowledge that universities have been and continue to be complicit in perpetuating cognitive damage through symbolic violence associated with indifference to the pernicious effects of race categorisation, gender inequalities, poverty, rising unemployment and cultural hegemony, as they continue to frame curricula, cultures and practices. The book contemplates the project of undoing cognitive damage, offering glimpses to redesign curriculum in the 21st century. The contributors, international scholars, emergent and expert researchers, include different nationalities, orientations and positionalities, constituting an interdisciplinary ensemble which collectively provides a rich commentary on higher education curriculum as we know it and where we think it could be in the future. The edited volume is a catalytic tool for disrupting canonised rituals of practice in higher education. “It has been a while since a scholarly book, so authoritative in its claims and innovative in its concepts, threatens to shake up the curriculum field at its foundations. Rich in metaphor and meaning, the superbly written chapters challenge a field that once more became moribund as we settled (sic) far too comfortably into accepting handed-down frames and fictions about knowledge, authority, power and agency that imprint ‘cognitive damage’ on those forced to the margins of schools and universities. Disrupting Higher Education Curriculum demonstrates, however, that it is in fact from those margins of the education enterprise that academics, teachers and learners can see more clearly how patterns of thought and action hold us back from placing and experiencing our African humanity at the centre of the curriculum.” – Jonathan Jansen, Rector and Vice Chancellor of the University of the Free State, South Africa
Author: Mick Healey
Publisher:
ISBN: 9781951414054
Category :
Languages : en
Pages :
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Book Description
Writing about Learning and Teaching in Higher Education offers detailed guidance to scholars at all stages-experienced and new academics, graduate students, and undergraduates-regarding how to write about learning and teaching in higher education. It evokes established practices, recommends new ones, and challenges readers to expand notions of scholarship by describing reasons for publishing across a range of genres, from the traditional empirical research article to modes such as stories and social media that are newly recognized in scholarly arenas. The book provides practical guidance for scholars in writing each genre-and in getting them published. To illustrate how choices about writing play out in practice, we share throughout the book our own experiences as well as reflections from a range of scholars, including both highly experienced, widely published experts and newcomers to writing about learning and teaching in higher education. The diversity of voices we include is intended to complement the variety of genres we discuss, enacting as well as arguing for an embrace of multiplicity in writing about learning and teaching in higher education.
