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Transforming Academic Culture and Curriculum : Integrating and Scaffolding Research Throughout Undergraduate Education
Institutions across the higher education landscape vary, and each navigates change in its own way.This volume describes how institutions and departments influence the success of structural and cultural transformations to advance curricular reform. A product of the Council on Undergraduate Research Transformations project, a six-year, longitudinal research study funded by the United States National Science Foundation, this text features the goals, strategies, and outcomes that evolved from the experiences at 12 diverse colleges and universities in creating innovative undergraduate curricula and campus cultures that maximize student success.With the goal of achieving departmental transformations in both student learning and academic culture – by backward-designing and scaffolding research into and across undergraduate curricula – editors include scholarly findings, step-by-step guides, and a toolkit section, with plentiful online resources, to help readers develop and execute personalized change processes on their own campuses. Designed to span both theory and practice for departments and institutions to transform undergraduate education to increase student success, this book is vital for all higher education scholars, practitioners, faculty, staff, and leaders interested in creating research-rich curricula and change more broadly. Visit the Council on Undergraduate Research website here: https://www.cur.org/.
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A Handbook for Teaching and Learning in Higher Education : Enhancing Academic Practice
Focused on developing professional academic skills for supporting and supervising student learning and effective teaching, the fifth edition of A Handbook for Teaching and Learning in Higher Education recognises the complex demands of teaching, research, scholarship and academic management in higher education institutions.Fully updated to reflect changes in practice and policy, this new edition has been written to enhance excellence in teaching and learning design and support all involved in facilitating a world-class inclusive education.Offering plentiful and rich practical advice, this rigorous and sound introduction to the basics of teaching and learning in higher education draws together a large number of expert authors and a range of global case studies.A definitive guide for anyone working in higher education, this edition: Offers new chapters covering an inclusive curriculum, the importance of student well-being and the scholarship of teaching and learning Considers the impact of technological changes on policy and practice Discusses the use of digital learning environments Explores how best to engage students in their disciplines and embed skills for employabilityThe ultimate guide to support all those involved in providing student learning of the highest quality, A Handbook for Teaching and Learning in Higher Education is essential reading for all new lecturers.It will be particularly useful for anyone taking an accredited course in teaching and learning in higher education, as well as more experienced lecturers who wish to improve their teaching practice.
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Academic Leadership : Enhancing School Effectiveness
This book provides contemporary knowledge on school effectiveness and proposes strategic interventions for enhancing it.It focuses on improving academic leadership for enhancing the effectiveness of schools and discusses how national education policies are helpful in providing a vision towards improving school effectiveness. It highlights the role of teachers as academic leaders in the implementation of policy recommendations at school and classroom levels.It offers methods and mechanisms for academic leaders to measure the learning of students for school assessment.The author also discusses how academic leadership involves creating a vision and mission based on science and research data for the organisation, inspiring innovation and creative ideas, developing teamwork, and a safe environment for staff to express their views.While providing an understanding of school as an organization, the volume outlines its management functions such as processes and quality of planning, management of curriculum, learner evaluation, institutional networks, and human resource management, among others.The volume is a guidebook for training and capacity building for school-level practitioners and leaders in education management. Embedded with real-life cases and episodes, this volume will be of interest to teachers, students, and practitioners of education, management, and education management.It will also be useful for academicians, educationalists, practitioners, management professionals, educational leaders, and policymakers.
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Language and Discipline Perspectives on Academic Discourse
This book represents the physical outcome of the symposium "Academic Voices in Contrast", organised at the University of Bergen, Norway, in May 2006.The symposium, focusing on recent research within the field of academic discourse, was initiated and organised by the KIAP project (Cultural Identity in Academic Prose; see www.uib.no/kiap/).In this project, a special focus has been put on the study of the voice(s) of the academic author, in the doubly contrastive perspective of language and discipline.A narrow selection of distinguished scholars were invited to participate at the symposium.They were asked to address issues related to "traditional" linguistic versus contextual approaches or to interlingual and interdisciplinary similarities and differences in academic discourse.By the papers of the following, the symposium and the present book constitute a clear advancement of the research on academic discourse: M.A. A. Ariza, L. Berge, M. Bondi, S. V. Bonn, S. Carter-Thomas, T. Dahl, K. Flottum, A. M. Gjesdal, F. Grossmann, K. Hyland, T. Kinn, L. Lundquist, A. Mauranen, M. Pabon, E. Rowley-Jolivet, F. Salager-Meyer, P. Shaw, J. M. Swales, J.L. Tonnesson, E. T. Vold, F. Wirth.
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How can one learn academic language?
One can learn academic language by immersing themselves in academic materials such as textbooks, research articles, and scholarly journals. It is also helpful to practice writing and speaking in an academic style, using formal language and proper grammar. Additionally, seeking feedback from teachers, professors, or peers can help improve academic language skills. Finally, actively expanding one's vocabulary and understanding of complex concepts will also contribute to mastering academic language.
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What is a false statement about academic history?
A false statement about academic history could be the belief that history is always objective and unbiased. In reality, historical accounts are often influenced by the perspectives and biases of the individuals and institutions that record them. Additionally, it would be false to assume that academic history only focuses on the achievements and perspectives of a single group or culture, as the field of history seeks to encompass diverse perspectives and experiences. Finally, it would be incorrect to assume that academic history is solely focused on memorizing dates and events, as it also involves critical analysis, interpretation, and the exploration of historical themes and patterns.
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What is the difference between academic language and technical language?
Academic language refers to the formal language used in educational settings, such as in textbooks, lectures, and scholarly articles. It is characterized by its complexity, precision, and formality, and is used to convey complex ideas and concepts. On the other hand, technical language is specific to a particular field or profession and is used to communicate specialized knowledge and information. It is often characterized by its jargon, terminology, and specificity, and is used to convey technical details and procedures within a specific discipline. While academic language is more general and can be applied across different disciplines, technical language is more specialized and specific to a particular field.
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How is learning done in high school and how is academic readiness defined?
In high school, learning is typically done through a combination of classroom instruction, independent study, and group projects. Academic readiness is defined as the ability of a student to successfully engage with and understand the material being taught at their grade level. This includes having the necessary foundational knowledge, critical thinking skills, and study habits to succeed in their coursework. Academic readiness is often assessed through standardized tests, grades, and teacher evaluations.
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Language and Discipline Perspectives on Academic Discourse
This book represents the physical outcome of the symposium "Academic Voices in Contrast", organised at the University of Bergen, Norway, in May 2006.The symposium, focusing on recent research within the field of academic discourse, was initiated and organised by the KIAP project (Cultural Identity in Academic Prose; see www.uib.no/kiap/).In this project, a special focus has been put on the study of the voice(s) of the academic author, in the doubly contrastive perspective of language and discipline.A narrow selection of distinguished scholars were invited to participate at the symposium.They were asked to address issues related to "traditional" linguistic versus contextual approaches or to interlingual and interdisciplinary similarities and differences in academic discourse.By the papers of the following, the symposium and the present book constitute a clear advancement of the research on academic discourse: M.A. A. Ariza, L. Berge, M. Bondi, S. V. Bonn, S. Carter-Thomas, T. Dahl, K. Flottum, A. M. Gjesdal, F. Grossmann, K. Hyland, T. Kinn, L. Lundquist, A. Mauranen, M. Pabon, E. Rowley-Jolivet, F. Salager-Meyer, P. Shaw, J. M. Swales, J.L. Tonnesson, E. T. Vold, F. Wirth.
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Academic Misfits: Questioned Belongings in Higher Education
Academic Misfits: Questioned Belongings in Higher Education presents powerful narratives, exploring the experiences of academics who want their voices to be heard.It highlights aspects of the academic world that need to be and should be changed to allow for more equitable experiences. Internationally placed contributors share personal stories of the various ways they have been made to feel out of place in the career path of academia, including accounts of discrimination, careerism, injustices, and the weight of bureaucracy.This book will connect individuals with shared experiences, helping others find comfort, strength, and community in their feelings of misfitting.The authors advocate for more inclusion and independence within academia, where individuals aren’t forced into categories and are instead given the freedom to think differently and focus on the value they can bring. This book is for all those involved in academia, especially those interested in a future that does not eject talented individuals because they might not fit in.Established field experts are encouraged to foster and take part in developing a sustainable and accepting research environment while doctoral students and PhD candidates are empowered to challenge the barriers, limits, and unfair treatment that is the status quo.
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Academic Misfits: Questioned Belongings in Higher Education
Academic Misfits: Questioned Belongings in Higher Education presents powerful narratives, exploring the experiences of academics who want their voices to be heard.It highlights aspects of the academic world that need to be and should be changed to allow for more equitable experiences. Internationally placed contributors share personal stories of the various ways they have been made to feel out of place in the career path of academia, including accounts of discrimination, careerism, injustices, and the weight of bureaucracy.This book will connect individuals with shared experiences, helping others find comfort, strength, and community in their feelings of misfitting.The authors advocate for more inclusion and independence within academia, where individuals aren’t forced into categories and are instead given the freedom to think differently and focus on the value they can bring. This book is for all those involved in academia, especially those interested in a future that does not eject talented individuals because they might not fit in.Established field experts are encouraged to foster and take part in developing a sustainable and accepting research environment while doctoral students and PhD candidates are empowered to challenge the barriers, limits, and unfair treatment that is the status quo.
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Academic Language in Diverse Classrooms: Definitions and Contexts
Ensure your school speaks the language of success! With the rigorous content of College and Career Readiness standards, academic language use has moved to the forefront of educational priorities.School leaders and teachers must ensure that academic language becomes the focus of new curricula, instruction, and assessment, with special attention to linguistically and culturally diverse students. The author’s six-book series on academic language is already the definitive resource on the topic.This companion volume provides a concise, thorough overview of the key research concepts and effective practices that underlie the series.Including: Definitions and examples of the dimensions of academic language. A step-by-step template to incorporate academic language use into plans for student learning. Graphic models that illustrate the construct of academic language and its classroom application. Language is the most fundamental building block of education.Be sure your school is as strong as it can be with this indispensable book. "This book brings language learning in the classroom alive! Against a backdrop of new standards, the authors skillfully take the reader through detailed vignettes of classroom practice that support students’ development of academic language, while at the same time discussing why the practice is effective." —Margaret Heritage, Assistant Director for Professional Development National Center for Research on Evaluation, Standards and Student Testing (CRESST) at UCLA
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How can I improve my academic work in learning?
To improve your academic work in learning, you can start by setting specific and achievable goals for yourself. Develop good study habits, such as creating a study schedule, taking effective notes, and actively participating in class discussions. Seek help from your teachers or peers when you encounter challenges, and make use of resources such as tutoring or academic support services. Finally, stay organized and manage your time effectively to ensure that you are able to dedicate enough time to your studies.
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What academic literature is available on gender-neutral education?
There is a growing body of academic literature on gender-neutral education, which focuses on creating an inclusive and equitable learning environment for all students regardless of their gender identity. This literature explores various aspects of gender-neutral education, including curriculum development, classroom practices, teacher training, and the impact on student outcomes. Researchers have also examined the challenges and opportunities of implementing gender-neutral education in different cultural and educational contexts. Overall, the academic literature on gender-neutral education provides valuable insights and guidance for educators and policymakers seeking to promote gender equality and diversity in schools.
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What is the difference between vocational and academic education?
Vocational education focuses on providing students with specific skills and training for a particular trade or occupation, such as carpentry, nursing, or automotive repair. It is more hands-on and practical, preparing students for immediate entry into the workforce. Academic education, on the other hand, emphasizes a broader range of subjects and is geared towards developing critical thinking, analytical, and research skills. It typically leads to a degree and is often a prerequisite for pursuing higher education or professional careers in fields such as law, medicine, or engineering.
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Can the training be shortened due to prior academic education?
The length of training can potentially be shortened for individuals with prior academic education that is relevant to the training program. If a person has already acquired knowledge and skills that are similar to those covered in the training, they may be able to demonstrate their proficiency and potentially bypass certain portions of the training. However, this would depend on the specific training program and the institution offering it. It's important for individuals with prior academic education to inquire with the training program or institution about the possibility of shortening the training based on their prior education.
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