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1.
This article draws on data from a qualitative research study undertaken in an old UK university. The main aim of the study was to measure the impact of gender issues on the university campus, an important part of which was the issue of the curriculum. Individuals were found to operate either a 'narrow' or 'broad' definition of the term 'curriculum'. In either case, there was found to be a 'gender dimension' involved. In male-dominated disciplines a 'narrow' definition of the term 'curriculum' was predominantly in use-appropriate discipline content and an unproblematic body of knowledge, which is to be transferred to students largely by lecturing. The difficulties to be overcome in order to undertake a gender-sensitive evaluation of the curriculum in these departments stemmed from the evaluations of the staff of what the problem was and where it was located. In disciplines that accepted a broader definition, which included the 'informal' curriculum, the gendered division of labour in the domestic sphere was repeated in the university, with the result that the division 'rational/emotional' became an aspect of the masculine/feminine divide. Men as well as women felt that men were less inclined to undertake the emotion work involved in supporting student learning. In this male-dominated society, 'emotion work' such as the pastoral support of students remained virtually invisible, and went largely unrewarded.  相似文献   

2.
The purpose of this article is to provide a critical review of the motivating factors, processes and outcomes pertaining to learning‐centred curriculum reform in higher education. A case study example is provided from the Faculty of Pharmaceutical Sciences at the University of British Columbia. Although academic units on university campuses tend to present many unique contextual challenges, and are at different stages in curriculum re‐design, useful lessons can be learned across settings without “re‐inventing the wheel,” or falling into similar implementation problems. A flexible framework, guiding principles and strategic approach to developing and implementing learning‐centred curricula are provided to assist academic developers. Curricular reform has implications for learning communities, planning, assessment and programming in higher education.  相似文献   

3.
The demand for medical schools to produce competent doctors to meet health needs in South Africa has increased. In response to this challenge, the Faculty of Health Sciences at a relatively elite university introduced a problem-based, socially relevant curriculum in 2002. The classroom environment is designed to facilitate a learning context where students from diverse backgrounds engage critically and learn from each other. This study draws on data from a larger qualitative case study to describe how a group of ‘black’ students who failed their first semester experienced the school–university transition. Drawing on post-structuralist theory, this article analyses how the students negotiated learning and identity. The argument is made that the students re-positioned themselves in deficit, outsider subject positions in order to survive their first year. This article ends with a consideration of the implications for developing a learning environment which recognises difference and fosters diversity.  相似文献   

4.
The University of Debrecen's Faculty of Medicine has an international, multilingual student population with anatomy courses taught in English to all but Hungarian students. An elective computer‐assisted gross anatomy course, the Computer Human Anatomy (CHA), has been taught in English at the Anatomy Department since 2008. This course focuses on an introduction to anatomical digital images along with clinical cases. This low‐budget course has a large visual component using images from magnetic resonance imaging and computer axial tomogram scans, ultrasound clinical studies, and readily available anatomy software that presents topics which run in parallel to the university's core anatomy curriculum. From the combined computer images and CHA lecture information, students are asked to solve computer‐based clinical anatomy problems in the CHA computer laboratory. A statistical comparison was undertaken of core anatomy oral examination performances of English program first‐year medical students who took the elective CHA course and those who did not in the three academic years 2007–2008, 2008–2009, and 2009–2010. The results of this study indicate that the CHA‐enrolled students improved their performance on required anatomy core curriculum oral examinations (P < 0.001), suggesting that computer‐assisted learning may play an active role in anatomy curriculum improvement. These preliminary results have prompted ongoing evaluation of what specific aspects of CHA are valuable and which students benefit from computer‐assisted learning in a multilingual and diverse cultural environment. Anat Sci Educ. © 2012 American Association of Anatomists.  相似文献   

5.
The aim of this action research project was to identify criteria that would best represent competent teaching and incorporate these within an effective teaching appraisal process. An initial literature review provided broad criteria of the process of teaching which had been shown by research to have fostered student learning. These criteria were structured within an initial proposal for an appraisal framework and were shared with staff at. a seminar in the Faculty of Health Studies at the Auckland Institute of Technology. Twelve staff representing six of the departments subsequently volunteered to participate in a research group to further develop this appraisal framework and the appraisal processes. The researcher used the action research processes of collaboration, power sharing and critical reflection to maximise the quality of and the commitment to the new appraisal procedures. This appraisal model features four dimensions of the teaching process which have been differentiated from the wider duties of a teacher's role. It was implemented in the Faculty promotion round, evaluated, and further upgraded for re‐implementation in the following year. The project has resolved several theoretical problems related to evaluating teaching. It has also produced a framework of valid appraisal criteria which can be used to effectively evaluate the quality of teaching. This appraisal process is considered to be based upon generalisable knowledge which could be utilised by other teaching organisations.  相似文献   

6.
There is growing recognition of the complexity of academic work and the need for university and college faculty members to develop scholarly approaches to teaching and learning. While structured programs of study have been initiated for faculty to address these issues in various higher education contexts, very little research has investigated the theory–practice relationship of the scholarship of teaching and learning within a faculty certificate program context. This article presents a program development and evaluation framework to enhance the theory–practice integration of the scholarship of teaching and learning in such a program. Data suggest that a broad range of institutional and programmatic strategies can enhance the scholarship of teaching and learning in a faculty certificate program. A scholarly approach to teaching and learning is viewed as both an individual and social contextual process.Dr Harry Hubball and Dr Helen Burt are faculty members at the University of British Columbia, BC, Canada. Harry Hubball's research focuses on curriculum and pedagogy in university settings. He coordinates the UBC Faculty Certificate Program on Teaching and Learning in Higher Education. Helen Burt is the Associate Dean of the Faculty of Pharmaceutical Sciences. Her research interests include the development of novel polymer-based drug delivery systems.  相似文献   

7.
Abstract

The community engagement project described in this article took the form of the re-invention and re-interpretation of a historic symbol (Diana the elephant) on the Potchefstroom Campus of North-West University (NWU), South Africa. In 2015, the Faculty of Education Sciences invited staff and students to reinterpret the elephant (a symbol of education, longevity, wisdom, care, stamina, memory) in a new and more multicultural, multilingual, inclusive and environmentally conscious South Africa. The participatory process described, and the related outcomes, involved learning by students and academics across disciplines (the conceptualisation, design, engineering and creation of the structure) and collaboration between academics, children and adults from the community, all with a strong servicelearning dimension in relation to teacher education.  相似文献   

8.
In 2009 the Faculty of Health Sciences at La Trobe University in Melbourne, Australia is introducing a common first year for 11 different undergraduate courses in the faculty. Current prerequisite science entry requirements vary with course and range from none to at least two science or mathematics subjects and from ～50 to 99 in Equivalent National Tertiary Entrance Rank (ENTER) scores. Under the previous structure, students in different courses completed a variety of different subjects at first year. Concern about the ability of such disparate groups to complete a common first year led to the current investigation of the relationships between year 12 (final year of secondary school) science subjects and performance in first year university bioscience subjects. Year 12 results for all science‐related units and ENTER scores were obtained for all Victorian students enrolling in a first year course in the Faculty of Health Sciences in 2005 and 2006. Regression and other analyses were conducted for five first year bioscience subjects. The ENTER score was the best predictor of academic performance in all units except regional anatomy. Performance in many secondary school science subjects was highly predictive of performance in physiology, combined systematic physiology and anatomy and biomechanics units, but again not for regional anatomy units. It appears that year 12 performance in science subjects and ENTER scores may be important predictors of success in physiology, but not regional anatomy subjects at university. It is possible that regional anatomy is an entirely new subject area that requires new types of learning unrelated to year 12 science subjects. Anat Sci Ed 2:113‐118, 2009. © 2009 American Association of Anatomists.  相似文献   

9.
General and specific Content Didactic Profiles of engineering courseware have been developed in the framework of a proposed model for evaluating a given curriculum. To carry out a diagnosis of written material, a mapping sentence, including three facets (one for each of the two didactic profiles and a Complexity facet), has been prepared to establish a definitional system for the evaluating model. The common range is the student's score in the achievement tests. The model has been run on 119 students taking the self-instructional course ‘Digital Systems’ in the framework of Israel's Everyman's University. An Euclidean structure (Cylindrex) has been discovered repetitiously in four tests relating to learning units on separate subjects. This indicates that structural lawfulness exists between the general didactic profile, complexity of test items, and students’ achievements. The location of a test item within the cylindrex shows its degree of complexity and didactic profile level, thus providing an estimate for its cognitive difficulty level, required to arrive at a correct solution. A factor of Curriculum Awareness (FCA) has been established as an indicator providing a hierarchy of content subjects, in the written material, that need didactic improvement.  相似文献   

10.
The challenge of innovation: The new subject 'natural sciences' in Spain   总被引：1，自引：1，他引：0  
This paper is based on fieldwork undertaken in the course of an evaluation of the science curriculum of the lower secondary level in Spain. This level of the Spanish school system has experienced an intense process of reform over the last 10 years. The paper analyses the process of change affecting the subject of Natural Sciences in the context of an institutional reform in which the roles of teachers and students are undergoing important modifications. These changes foreshadow three issues related to the epistemology of the Natural Sciences: its organization in terms of students' learning; the propedeutic of the subject; and the understanding of science as related to technology and its societal impact. The traditional academic science of the Spanish school is not the reference point for this 'new' subject, and this has important consequences for teachers in terms of both the curriculum and their relation with the subject in their own background.  相似文献   

11.
Abstract

This paper attempts to quantify the effect of the Enterprise in Higher Education (EHE) Initiative on courses in the Faculty of Informatics at the University of Ulster. A longitudinal study undertaken to evaluate and assess the overall impact of the EHE programme on the University followed the progress of 1449 full‐time undergraduates of the 1992‐93 intake through their higher education career. The study assessed the influence of the programme on the teaching and learning styles of staff and students and this paper outlines some of the results it produced in terms of the acquisition and refinement of transferable skills by students in the Faculty of Informatics.  相似文献   

12.
The School of Nursing, part of the Faculty of Health and Social Care Sciences within Kingston University/St George's, University of London, has undertaken a number of initiatives to address the widening participation agenda. The student life‐cycle underpins the framework for the university's widening participation strategy and activities. This article provides a case study of the development and implementation of one such initiative, a Progression Agreement project between the School of Nursing and two colleges of further education (FE). The FE colleges provide Access to Nursing/Access to Health and Social Care Professions courses and the university, in partnership with these colleges, has drawn up Progression Agreements to enable successful completers of these access courses to be admitted onto nursing programmes at the university. The article explores the policy issues and literature related to widening participation, how these influenced the development of Progression Agreements, the evaluation of these initiatives and how Progression Agreements have contributed to changes in admission processes for nursing programmes in the university.  相似文献   

13.
This paper reviews changes to the key stage 3 curriculum at a leading comprehensive school. The nature and practical concerns of the changes are described. These move beyond a fresh approach to content; they include issues about engaging students actively in learning for the future, planning around the school's distinctive ethos and expertise in ICT, and using curriculum as a vehicle for providing energy for new staff and heads of department to engage in learning leadership. Theoretical models of curriculum are examined to locate thinking at Brooke Weston CTC in a conceptual framework. The paper suggests that futuristic curriculum development resonates with some classical curriculum models that have been ignored over the past two decades of the National Curriculum.  相似文献   

14.
This paper outlines a peer-assisted teaching scheme (PATS) which was piloted in the Faculty of Information Technology at Monash University, Australia to address the low student satisfaction with the quality of information and communication technology units. Positive results from the pilot scheme led to a trial of the scheme in other disciplines. The trial was supported by an Australian Learning and Teaching Council Teaching Fellowship grant. Specifically, this fellowship was designed to (a) improve the quality of student satisfaction within identified units and (b) build leadership capacity using currently recognised outstanding teachers. PATS builds on the current research that highlights the benefits of peer-assisted learning programmes and draws on Vygotsky's sociocultural theory and Lave's situated learning literature but applies it to academic teaching staff. Data are collected via unit evaluation instruments and focus group sessions. The effectiveness of the scheme is measured via changes in unit evaluation ratings and a thematic analysis of the focus group data. Results show an overall improvement in student satisfaction of the quality of units and highlight both the opportunities and challenges PATS provides academics for teaching improvement.  相似文献   

15.
Faculty learning communities (FLCs) are collaborative collegial groups of faculty and other teaching staff who are interested in and committed to the improvement of their teaching to accommodate a diverse student population through group discourse, reflection and goal setting. In this article, we describe our FLC experiences that were supported by a federal grant to ensure accessible learning environments on our campus. The project, Ensuring Access through Collaboration and Technology (EnACT), sought to introduce faculty at a medium‐sized state university to a pedagogical framework to provide universal access to the curriculum for all students and to encourage faculty to adopt accessible technologies. We describe the recruitment process, the FLC meeting structure, our intended outcomes and the challenges we faced in meeting them.  相似文献   

16.
Peer assessment has been studied in various situations and actively pursued as a means by which students are given more control over their learning and assessment achievement. This study investigated the reliability of staff and student assessments in two oral presentations with limited feedback for a school-based thesis course in engineering where the different disciplines ran their own assessment. Staff scores were generally found to be more reliable than student scores, but it was not consistent. The engineering disciplines displayed widely varying differences between the staff and student scores. A large variation in reliability was found for the different disciplines making it difficult to reconcile to a standard school-based overall grading scheme for the course when the reliability of marking was low. The results also showed that the average scores for oral presentations are generally much higher than for written examinations, based on the grade point average. Future research will need to investigate how best to develop a consistent assessment framework for oral presentations and moderation of scores for consistency, particularly for large classes where assessment are done by different groups of staff and students and collated into a single set of marks for the class.  相似文献   

17.
Knowledge and the university curriculum   总被引：3，自引：0，他引：3  
J. G. Donald 《Higher Education》1986,15(3-4):267-282
What are students learning in university? Can this learning be measured? We do not at this time possess a conceptual framework for understanding what and how knowledge is acquired in different university disciplines. A framework for the acquisition of knowledge would have to account for the manner in which forms of knowledge differ. Disciplinary differences could be expected to occur at four levels: in the nature of the concepts used; in the logical structure of the discipline; in the truth criteria used; and in the methods employed in the discipline. In this article, such a framework is tested on university courses representative of different disciplines. At the most basic level, characteristics of the most important concepts used in courses across disciplines are investigated. The characteristics include concept familiarity, generality and abstractness. At a second level, differences in the logical structure of disciplines are examined through analysis of the relationships between course concepts, the structure of propositions in the field, and organizing principles which play a major role in the discipline. The truth criteria used by various disciplines suggest more global differences which would affect the acquisition of knowledge. Finally, the methods considered important in different disciplines, and their effect on the development of students' intellectual skills, complete the portrayal of the parameters of knowledge and the university curriculum. Directions for future research are discussed.  相似文献   

18.
Recent evaluations of the state of higher education have suggested that students must not only learn subject matter content but must be able to think with it. Professors in tertiary education expect that their students will come equipped to handle certain kinds of information and certain kinds of learning tasks. To describe their expectations, faculty use phrases such as the ability to think logically, or to do independent work, or to use abstract terms. But to what extent do they suppose that their students will be able to think? In a study of some learning tasks in the university, professors from three universities and six different disciplines, representatives of the natural sciences, the social sciences, and the humanities, pure and applied, were interviewed. Faculty expectations of students’ ability to think logically, independently, and abstractly were analysed to show consistencies and differences across disciplines.  相似文献   

19.

Faculty members in higher education have become increasingly concerned with evaluating faculty members' and students' performance and with improving accountability. One focus of investigation has been the assessment of graduating seniors through the use of an exit examination. In many disciplines, standardized tests are available for such purposes, and graduating seniors at a particular institution can be compared with a nationally normed sample. No such tests presently are available in criminal justice. The purpose of this study was to develop such an instrument, tailored to meet the needs of a specific curriculum. The process and the preliminary results are described, including the limitations on interpretation. The advantages and the potential difficulties of this process are discussed.  相似文献   

20.
The learning and engagement activity we describe was designed to demystify the research culture of the Health Faculty for first year students, and there are implications for practice in other fields. It is founded on the idea of research-based learning, which in its pure form is a respected pedagogical approach but problematic for large cohort (>500) first year students. As an assessment item, students were placed in small groups and were matched with faculty research staff and/or a research area to investigate. The students were surveyed before and after the research encounter; and results show that, among other findings, student engagement with peers and with the faculty were distinct positive outcomes.  相似文献   

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