Showing papers on "Higher education published in 2015"
TL;DR: The results indicate that there is much indirect evidence emerging of improved academic performance and student and staff satisfaction with the flipped approach but a paucity of conclusive evidence that it contributes to building lifelong learning and other 21st Century skills in under-graduate Education and post-graduate education.
Abstract: There is increasing pressure for Higher Education institutions to undergo transformation, with education being seen as needing to adapt in ways that meet the conceptual needs of our time. Reflecting this is the rise of the flipped or inverted classroom. The purpose of this scoping review was to provide a comprehensive overview of relevant research regarding the emergence of the flipped classroom and the links to pedagogy and educational outcomes, identifying any gaps in the literature which could inform future design and evaluation. The scoping review is underpinned by the five-stage framework Arksey and O'Malley. The results indicate that there is much indirect evidence emerging of improved academic performance and student and staff satisfaction with the flipped approach but a paucity of conclusive evidence that it contributes to building lifelong learning and other 21st Century skills in under-graduate education and post-graduate education.
1,491 citations
TL;DR: It is argued that using trial studying is a reliable and valid way to select students for higher education and has predictive validity for study success, has high acceptance by stakeholders, and measures self-regulation in a high-stakes testing context that cannot be measured through self-report questionnaires.
Abstract: We argue that using trial studying is a reliable and valid way to select students for higher education. This method is based on a work sample approach often used in personnel selection contexts. We discuss that this method has predictive validity for study success, has high acceptance by stakeholders, and measures self-regulation in a high-stakes testing context that cannot be measured through self-report questionnaires. We suggest further research to implement this method to select students.
894 citations
TL;DR: Although the contributors to achievement in traditional face-to-face settings appear to generalise to on-line context, these effects appear weaker and suggest that (1) they may be less effective, and (2) that other, currently unexplored factors may be more important in on- line contexts.
Abstract: As enrolments in online courses continue to increase, there is a need to understand how students can best apply self-regulated learning strategies to achieve academic success within the online environment. A search of relevant databases was conducted in December 2014 for studies published from 2004 to Dec 2014 examining SRL strategies as correlates of academic achievement in online higher education settings. From 12 studies, the strategies of time management, metacognition, effort regulation, and critical thinking were positively correlated with academic outcomes, whereas rehearsal, elaboration, and organisation had the least empirical support. Peer learning had a moderate positive effect, however its confidence intervals crossed zero. Although the contributors to achievement in traditional face-to-face settings appear to generalise to on-line context, these effects appear weaker and suggest that (1) they may be less effective, and (2) that other, currently unexplored factors may be more important in on-line contexts.
877 citations
TL;DR: In this article, the authors conducted a survey with 84 respondents from 70 higher education institutions and found that academic leadership's commitment was a leading cause for signing a declaration, charter, or initiative, and implementing sustainable development.
614 citations
25 Aug 2015
TL;DR: Academic literacies research has developed over the past 20 years as a significant field of study that draws on a number of disciplinary fields and subfields such as applied linguistics and sociolinguistics, anthropology, sociocultural theories of learning, new literacy studies and discourse studies.
Abstract: Academic literacies research has developed over the past 20 years as a significant field of study that draws on a number of disciplinary fields and subfields such as applied linguistics and sociolinguistics, anthropology, sociocultural theories of learning, new literacy studies and discourse studies. Whilst there is fluidity and even confusion surrounding the use of the term ‘academic literacies’, we argue in this paper that it is a field of enquiry with a specific epistemological and ideological stance towards the study of academic communication and particularly, to date, writing. To define this field we situate the emergence of academic literacies research within a specific historical moment in higher education and offer an overview of the questions that the research has set out to explore. We consider debates surrounding the uses of the singular or plural forms, academic literacy/ies, and, given its position at the juncture of research/theory building and application, we acknowledge the need for strategic as well as epistemological and ideological understandings of its uses. We conclude by summarising the methodological and theoretical orientations that have developed as ‘academic literacies’, conceptualised as a field of inquiry, has expanded, and we point to areas that merit further theoretical consideration and empirical research.
574 citations
TL;DR: In this article, the authors provide a description of the achievements of the United Nations Decade of Education for Sustainable Development (2005-2014) with a focus on higher education, and describe some of the key issues which will guide sustainable development in the coming years.
Abstract: Purpose – This paper aims to provide a description of the achievements of the United Nations (UN) Decade of Education for Sustainable Development (2005-2014) with a focus on higher education, and it describes some of the key issues which will guide sustainable development in the coming years. Design/methodology/approach – The paper initially presents an analysis of past developments, complemented by an assessment of the emphasis on sustainable development by the International Journal of Sustainability in Higher Education. In particular, it makes cross-references to the deliberations held at the UN Conference on Sustainable Development held in Rio de Janeiro, Brazil, in June 2012, with a special emphasis to the document “The Future we Want”. It concludes by listing a set of suggestions and measures that both industrialised and developing countries may consider to translate the principles of sustainable development into reality. Findings – Sustainable development is and will continue to be a matter of subst...
555 citations
TL;DR: The paper outlines a number of opportunities and challenges associated with the implementation of Big Data in the context of higher education and outlines future directions relating to the development and implementation of an institutional project on Big Data.
Abstract: Institutions of higher education are operating in an increasingly complex and competitive environment. This paper identifies contemporary challenges facing institutions of higher education worldwide and explores the potential of Big Data in addressing these challenges. The paper then outlines a number of opportunities and challenges associated with the implementation of Big Data in the context of higher education.The paper concludes by outlining future directions relating to the development and implementation of an institutional project on Big Data.
419 citations
01 Feb 2015
TL;DR: The grade level tracking online education in the United States (SLOW) series as mentioned in this paper is the most widely used online education report series in higher education and has been published for more than ten years.
Abstract: Permission is hereby granted for all non-commercial use of this report provided that notification is given to bsrg@babson.edu and proper attribution is included. Commercial use is typically granted – inquire at bsrg@babson.edu. 1 ACKNOWLEDGEMENTS Grade Level-Tracking Online Education in the United States is the twelfth annual report documenting online education in the United States. The Alfred P. Sloan Foundation originally supported the series. The Foundation saw the need for these reports and continued that commitment for eight years, supporting an independent study, offering full privacy for all respondents, and providing free distribution of all report publications. Their vision made these reports possible. We also thank our current partners, the Online Learning Consortium, Tyton Partners, and Pearson, for supporting our research and committing to the same degree of independence and autonomy. • The Online Learning Consortium (formerly the Sloan Consortium) has been a valuable partner since the beginning. They have provided guidance, advice, and act as the distribution point for the reports. • Pearson stepped in when the Sloan Foundation program ended. In addition to supporting the same " hands off " approach as the Foundation and providing production support, they have provided critical guidance on emerging trends in higher education. • A number of joint Tyton Partners and Babson Survey Research Group higher education research projects have have positively impacted the design of this report. We also want to thank the College Board, who in 2006 agreed to include our online enrollment questions in their Annual Survey of Colleges. We are especially pleased that Phil Hill and Russ Poulin have contributed their analysis of the transition issues of moving to IPEDS data. Their clear and insightful description will be of value for all who track distance education. This report was edited and reviewed by Nate Ralph and we thank him for his suggestions, corrections, and careful attention to detail. The very talented Mark Favazza has provided cover designs for all the reports in this series. Finally, we need to thank those who are most important to this effort: the thousands of higher education decision makers who have provided us with such detailed and thoughtful responses. These reports would not be possible without you, and we hope you find them useful. 2 PARTNERS Pearson Pearson has brought a wide array of experience in higher education to this project and will be producing an infographic highlighting the results. Pearson is the world's …
414 citations
01 Mar 2015
TL;DR: In this paper, the authors present a synthesis of 1200 meta-analyses relating to influences on student learning, and the major implications relate to teachers who work with others to seek evidence of their impact on students, who inform students early what success looks like especially about surface and deep learning, who provide appropriate levels of challenge and feedback, and who have aligned their claims about success, assessment and teaching.
Abstract: The Visible Learning research is based on a synthesis of 1200 meta-analyses relating to influences on achievement. This article focuses specifically on the evidence and implications for higher education teachers. As nearly every intervention can show some evidence of success, we need to ask not “What works?” but “What works best” and seek comparisons between different ways of influencing student learning. The major implications relate to teachers who work with others to seek evidence of their impact on students, who inform students early what success looks like especially about surface and deep learning, who provide appropriate levels of challenge and feedback, and who have aligned their claims about success, assessment, and teaching.
376 citations
TL;DR: This paper conducted an analytic literature review to examine the use and operationalization of the term "academic success" in multiple academic fields and found that grades and GPA are the most commonly used measures of academic success.
Abstract: Despite, and perhaps because of its amorphous nature, the term ‘academic success’ is one of the most widely used constructs in educational research and assessment within higher education. This paper conducts an analytic literature review to examine the use and operationalization of the term in multiple academic fields. Dominant definitions of the term are conceptually evaluated using Astin’s I-E-O model resulting in the proposition of a revised definition and new conceptual model of academic success. Measurements of academic success found throughout the literature are presented in accordance with the presented model of academic success. These measurements are provided with details in a user-friendly table (Appendix B). Results also indicate that grades and GPA are the most commonly used measure of academic success. Finally, recommendations are given for future research and practice to increase effective assessment of academic success.
359 citations
01 Jun 2015
TL;DR: Project-5-Mapping Existing Research Output Focused on Higher Education Teaching and Learning in Ireland 1990-2015 is presented.
Abstract: Title Mapping Existing Research Output Focused on Higher Education Teaching and Learning in Ireland 1990-2015 Authors(s) O'Sullivan, Sara; Gibney, Amanda; Guerin, Suzanne; Staunton, Michael; Kalaitzake, Manolis Publication date 2015-06 Publisher National Forum Link to online version http://www.teachingandlearning.ie/wp-content/uploads/2015/07/Project-5-Mapping-Existing-Research-Output.pdf Item record/more information http://hdl.handle.net/10197/6860
Journal Article•
TL;DR: In this paper, the authors identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: reflexive social learning and capabilities theory, critical phenomenology, socio-cultural and cultural historical activity theory, and new social movement, postcolonial and decolonisation theory.
TL;DR: In this article, the authors examined international students' experiences in academic and sociocultural settings through qualitative interviews, and found that international students deal with academic challenges, social isolation, and cultural adjustment.
Abstract: International students’ enrollment in higher education in the US has expanded considerably in the last decades. In this study, international students’ experiences were examined in academic and sociocultural settings. Through qualitative interviews, the findings revealed that international students deal with academic challenges, social isolation, and cultural adjustment. Specifically, academic challenges included communication with professors, classmates, and staff. Consequently, they have to deal with social isolation when engaging in different group activities. Culturally, they need to confront the different ways of thinking and doing in the US. In order to overcome these challenges, students have adopted resources that mainly are derived from the university to overcome these challenges. Thus, as demonstrated in this study, having a better understanding of these students’ academic challenges, university faculty and staff can recognize students’ needs and effectively offer supportive campus resources and services. The university needs to be prepared to meet students not only academically but also socially and culturally. This study also suggests that some preparations need to be made by the university that will embrace international students upon their arrival.
TL;DR: It was showed that students enjoy and are more engaged in a flipped classroom, prefer a blended learning to a fully online learning approach, want and require clear structure and guidelines, and strongly value flexible assessment through more choices and control.
Abstract: Flexible teaching and learning and the 'flipped classroom' are current buzzwords in higher education in Australia and elsewhere in the world. They are reflections of the progressive change in higher education over the last few decades towards more student-and learning centred pedagogies and practices, which are made possible through new technologies and more delivery of online and blended (combination of face-to-face and online components) courses. The increasing personalising and flexibility of learning in higher education requires equal attention spent to assessment practices to ensure a cohesive learning experience. This paper provides the findings and conclusions of a study about a flipped classroom, which also included flexible assessment components. The study showed that students enjoy and are more engaged in a flipped classroom, prefer a blended learning to a fully online learning approach, want and require clear structure and guidelines, and strongly value flexible assessment through more choices and control. The main concern of higher education teachers is the time commitment and lack of institutional support for flipping classrooms and providing flexible assessment. It is argued that personalising learning requires more personalising of assessment, and that it is mainly the responsibility of teachers and institutions to develop 'flexible students'. Student and teacher perceptions about flexible learning and flexible assessment were collected and analysed.Students enjoyed the personalising of learning and the flipped classroom and the wider choices in learning and assessment but want clear structure and guidelines.Teachers are concerned about workload and time commitment to provide flipped classroom and more flexible assessment.Flexible learning and teaching needs to include the personalising of assessment practices.
Book•
27 Mar 2015
TL;DR: This book presents a Conceptual Framework for Internationalisation of the Curriculum and discusses the process of internationalising the curriculum, as well as resources and case studies.
Abstract: The drive to internationalize higher education has seen the focus shift in recent years towards its defining element, the curriculum. As the point of connection between broader institutional strategies and the student experience, the curriculum plays a key role in the success or failure of the internationalization agenda. Yet despite much debate, the role and power of curriculum internationalization is often unappreciated. This has meant that critical questions, including what it means and how it can be achieved in different disciplines, have not been consistently or strategically addressed.
This volume breaks new ground in connecting theory and practice in internationalizing the curriculum in different disciplinary and institutional contexts. An extensive literature review, case studies and action research projects provide valuable insights into the concept of internationalization of the curriculum. Best practice in curriculum design, teaching and learning in higher education are applied specifically to the process of internationalizing the curriculum. Examples from different disciplines and a range of practical resources and ideas are provided. Topics covered include:
why internationalize the curriculum?;
designing internationalized learning outcomes;
using student diversity to internationalize the curriculum;
blockers and enablers to internationalization of the curriculum;
assessment in an internationalized curriculum;
connecting internationalization of the curriculum with institutional goals and student learning.
Internationalizing the Curriculum provides invaluable guidance to university managers, academic staff, professional development lecturers and support staff as well as students and scholars interested in advancing theory and practice in this important area.
TL;DR: Path analysis results indicated that the positive links between social media engagement and two motivational factors: Extrinsic and amotivation for learning are more likely to be mediated by FoMO.
TL;DR: Sustainability has received increasing attention in management education over the past ten years as mentioned in this paper, and a decade's worth of research in a systematic analysis of 63 articles published in international higher education and management education journals between 2003 and 2013.
TL;DR: The review considers the current position of MOOCs as a change agent for higher education provision, and the case study considers lessons learnt from an Astronomy MOOC which uses the Open2Study platform.
Abstract: Massive open online courses (MOOCs) have been the subject of much polarised debate around their potential to transform higher education in terms of opening access. Although MOOCs have been attracting large learner cohorts, concerns have emerged from the early evidence base centring upon issues of quality in learning and teaching provision, and there is clear evidence that impressive headline figures on MOOC enrolments often contrast with extremely low course completion rates. To address these concerns of quality, low retention and the need for engagement, this paper provides a review and case study of MOOC provision. The review considers the current position of MOOCs as a change agent for higher education provision, and the case study considers lessons learnt from an Astronomy MOOC which uses the Open2Study platform. This paper asks about new engagement strategies needed for face-to-face and online learners, and explores how course retention can be improved in online provision.
TL;DR: In this article, the authors investigated the impact of two applications of behavioral principles to mitigate summer "melt," the phenomenon that college-intending high school graduates fail to matriculate in college anywhere in the year following high school.
Abstract: Several recent low-cost interventions demonstrate that simplifying information about college and financial aid and helping students access professional assistance can generate substantial improvements in students’ postsecondary outcomes. We build on this growing literature by investigating the impact of two applications of behavioral principles to mitigate summer “melt,” the phenomenon that college-intending high school graduates fail to matriculate in college anywhere in the year following high school. One intervention utilized an automated and personalized text messaging campaign to remind college-intending students of required pre-matriculation tasks and to connect them to counselor-based support. Another employed near-aged peer mentors to provide summer outreach and support. The interventions substantially increased college enrollment among students who had less academic-year access to quality college counseling or information. Both strategies are cost–effective approaches to increase college entry among populations traditionally underrepresented in higher education and, more broadly, highlight the potential for low-cost behavioral nudges and interventions to achieve meaningful improvements in students’ educational outcomes.
TL;DR: In this article, a regression discontinuity design was used to estimate the increase in educational attainment due to changes in compulsory education laws in 20th century Europe, and they found a positive local average treatment effect for 7 of the 8 pro-environmental behaviors.
TL;DR: The authors examines the development of Critical Race Theory (CRT) in education, paying attention to how researchers use CRT and its branches in the study of K-12 and higher education.
Abstract: This article examines the development of Critical Race Theory (CRT) in education, paying attention to how researchers use CRT (and its branches) in the study of K-12 and higher education. The article reviews CRT literature with a focus on CRT scholarship that offers tools to engage with and work against racism within education. The authors highlight works that embody the critical origins of CRT in both the law and elsewhere, with a goal of demonstrating that CRT work means more than just pointing to race. It requires an engagement and articulation with the material, structural, and ideological mechanisms of White supremacy.
TL;DR: Analysis of the articles surveyed indicate that the flipped learning approach is highly popular with students, with educators adopting it as a means of developing an active learning environment, to increase engagement, and to allow time for developing a deeper understanding of the discipline.
Abstract: Flipped learning has grown in popularity in recent years as a mechanism of incorporating an active learning environment in classrooms and lecture halls. There has been an increasing number of reports for flipped learning in chemistry at higher education institutions. The purpose of this review is to survey these reports with a view to examining the rationale for adopting the flipped learning approach, how educators have implemented the flipped learning approach into their own practice and how these implementations have been evaluated. The reports are analysed for emerging themes on the benefits and challenges of integrating this approach in chemistry education at university level, with a view to understanding how we can continue to develop the approaches taken for implementation of flipped learning methods in higher education chemistry. Analysis of the articles surveyed indicate that the approach is highly popular with students, with educators adopting it as a means of developing an active learning environment, to increase engagement, and to allow time for developing a deeper understanding of the discipline. Despite the approach being open-ended in terms of how it can be implemented, there is some uniformity in how it has been adopted. These approaches are discussed, along with lessons learned from evaluations, with some suggestions for future iterations so that the implementation relies on evidence-based methods.
TL;DR: In this paper, the authors explored the perceptions and views of a group of thirty-two student teachers in relation to education for sustainable development competencies and provided evidence on the education-for sustainable development (ESD) competencies that student teachers would prioritize in a school project related to ESD.
Abstract: In the context of higher education, over 100 universities have signed international declarations and have committed to embed sustainability within their operations, outreach, education and research. However, despite the declaration of good intentions and policy developments at the national, regional and international level, little has been achieved in terms of embedding education for sustainable development holistically in the curriculum. To date, a number of research studies have focused on the perceptions and views of university students in relation to sustainable development knowledge, skills and competencies; however, few studies have focused on student teachers’ perceptions of education for sustainable development. The aim of this study was to explore the perceptions and views of a group of thirty-two student teachers in relation to education for sustainable development competencies. The research instrument used was a questionnaire. This study provides evidence on the education for sustainable development (ESD) competencies that student teachers would prioritize in a school project related to ESD: acquisition of knowledge and practical skills related to nature and natural sciences, to the detriment of other types of learning, such as the promotion of ethical values, positive attitudes towards sustainability and the management of emotions among their future primary school students. Existing ESD theoretical frameworks need to become more alive and integrated within the existing teacher education curriculum to promote the awareness and development of ESD competencies amongst student teachers.
TL;DR: Facing challenges simultaneously in the domains of education, student life and daily (independent) living, had a major impact on students’ well being and students pointed out to a set of recommendations for support.
Abstract: The transition into higher education constitutes a precarious life stage for students with autism spectrum disorder (ASD). Research on how students with ASD navigate college life is needed for the development of adequate support. This study investigated the challenges and support needs of 23 students with ASD in higher education through semi-structured interviews. Data were analyzed following the principles of Grounded Theory. Students faced difficulties with new situations and unexpected changes, social relationships, problems with information processing and time management and had doubts about disclosure. Facing these challenges simultaneously in the domains of education, student life and daily (independent) living, had a major impact on students' well being. Besides these challenges, students also reported benefits that contributed to success in the three domains. They pointed out to a set of recommendations for support. These findings are linked with previous research and implications for higher education institutions are extrapolated on the basis of these findings.
TL;DR: A comprehensive review of the existing literature on sustainability reporting in higher education, aimed at providing guidance on the topic, uncovering gaps and inconsistencies in the literature, and finding new paths for research is presented in this article.
01 Jan 2015
TL;DR: In this article, the authors summarize the most salient findings of the NRC committee and the experience of expert practitioners about how students learn undergraduate science and engineering and what this means for instruction, and present new ways of thinking about what to teach, how to teach it, and how to assess what students are learning.
Abstract: This book is based on the 2012 National Research Council (NRC) Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering report on discipline-based education research (DBER), as well as on interviews with expert practitioners who have successfully applied findings from DBER and related research in their classrooms, departments, or institutions. The goal is to summarize the most salient findings of the NRC committee and the experience of expert practitioners about how students learn undergraduate science and engineering and what this means for instruction. This book presents new ways of thinking about what to teach, how to teach it, and how to assess what students are learning. To encourage instructors and others to apply this information in their institutions, it also includes short examples and longer case studies of experienced practitioners who are implementing research-based strategies in undergraduate science and engineering courses or across departments or institutions. Although these findings could apply to a variety of disciplines, this book focuses on the disciplines addressed in the NRC study—physics, astronomy, biology, chemistry, geosciences, and engineering. This book is intended for anyone who teaches or plans to teach undergraduate courses in science and engineering at any type of higher education institution or who is in a position to influence instruction at this level.
TL;DR: Holcomb-McCoy, Bryan, and Rayhill as mentioned in this paper found that the CACREP core curriculum standards that were perceived to be most beneficial were human growth and development and helping relationships.
Abstract: Historically Black colleges and universities, (HBCUs) have been educating African Americans and other students of color for over 100 years (Brown, Donahoo, & Bertrand, 2001) "Unlike other institutions, HBCUs were founded on and continue to be united by the distinct mission of positioning, preparing, and empowering African American students to succeed in what many perceive to be a hostile society" (Brown, Donahoo, & Bertrand, 2001, p 559) In comparison to predominantly White institutions (PWIs), past research suggests that HBCUs have been the primary higher education institutions for African Americans (Allen, Epps, & Haniff, 1991; Garibaldi, 1984) Stated differently, Roebuck and Murty (1993) found that HBCUs were the undergraduate institution to 75% of all African Americans with earned doctorates, 80% of all African American federal judges, and 85% of all African American medical doctors Based on this trend, it can be assumed that HBCUs educate African American counselors at a higher rate than PWIs Therefore, if HBCU counselor education programs are not accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), the largest counseling accrediting agency, what are the reasons?According to CACREP (2009), at the time of the larger study, there were 25 HBCU counselor education programs without CACREP accreditation and five that were accredited by CACREP These five were North Carolina Agricultural and Technical University, North Carolina Central University, Jackson State University, South Carolina State University, and Southern University and Agricultural and Mechanical College (CACREP, 2009) These institutions of higher learning are public and state-supported and are among the largest HBCUs in the countryThe establishment of CACREP was preceded by more than two decades of extensive preparation of standards development and adoption including Standards for the Preparation of Secondary School Counselors in 1967, Standards for the Preparation of Elementary School Counselors in 1968, and Guidelines for Graduate Programs in Student Personnel Work in Higher Education also in 1968 (Sweeney, 1992) Leaders of the Association for Counselor Education and Supervision (ACES) were responsible for beginning the discussion on the importance of establishing standards for the preparation of counselors and counselor educators and since 1981, CACREP has accredited graduate-level counseling programs in more than 200 colleges and universities (CACREP, 2008)Bobby and Kandor (1992) surveyed counselor education professionals to determine if a particular set of standards was a hindrance to seeking and achieving CACREP accreditation The two researchers found that the cost of the accreditation process, a fear of decreased enrollment, and a belief that the standards were too prescriptive were common perceptions among the participants (Bobby & Kandor, 1992) Holcomb-McCoy, Bryan, and Rayhill (2002) studied professional school counselors to determine to what extent they rate the CACREP school counseling standards as important to their actual work as school counselors The participants rated each of the standards to be nearly equally important, except for the knowledge and skill requirements as they relate to program development, implementation, and evaluation The findings imply that survey participants did not perceive this standard to be as important to their work as professional school counselors (Holcomb-McCoy, Bryan, & Rayhill, 2002)McGlothin and Davis (2004) studied mental health and professional school counselors, as well as counselor educators on the perceived benefit of the 2001 CACREP core curriculum standards Their findings coincided with the findings of earlier studies that analyzed the benefit of the CACREP core curriculum (Bobby & Kandor, 1992; Cecil & Comas, 1986; Vacc, 1992) The overall 2001 CACREP core curriculum standards that were perceived to be most beneficial were human growth and development and helping relationships …
01 Sep 2015
TL;DR: This book addresses a comprehensive range of topics on universal design for higher education institutions, thus making a crucial contribution to the growing body of literature on special education and universal design.
Abstract: "Universal Design in Higher Education" looks at the design of physical and technological environments at institutions of higher education; at issues pertaining to curriculum and instruction; and at the full array of student services. "Universal Design in Higher Education" is a comprehensive guide for researchers and practitioners on creating fully accessible college and university programs. It is founded upon, and contributes to, theories of universal design in education that have been gaining increasingly wide attention in recent years. As greater numbers of students with disabilities attend postsecondary educational institutions, administrators have expressed increased interest in making their programs accessible to all students. This book provides both theoretical and practical guidance for schools as they work to turn this admirable goal into a reality. It addresses a comprehensive range of topics on universal design for higher education institutions, thus making a crucial contribution to the growing body of literature on special education and universal design. This book will be of unique value to university and college administrators, and to special education researchers, practitioners, and activists.
Journal Article•
TL;DR: Transdisciplinarity as discussed by the authors is characterized by its focus on "wicked problems" that need creative solutions, its reliance on stakeholder involvement, and engaged, socially responsible science, and it provides an intriguing potential to invigorate scholarly and scientific inquiry both in and outside the academy.
Abstract: Transdisciplinarity originated in a critique of the standard configuration of knowledge in disciplines in the curriculum, including moral and ethical concerns. Pronouncements about it were first voiced between the climax of government-supported science and higher education and the long retrenchment that began in the 1970s. Early work focused on questions of epistemology and the planning of future universities and educational programs. After a lull, transdisciplinarity re-emerged in the 1990s as an urgent issue relating to the solution of new, highly complex, global concerns, beginning with climate change and sustainability and extending into many areas concerning science, technology, social problems and policy, education, and the arts. Transdisciplinarity today is characterized by its focus on “wicked problems” that need creative solutions, its reliance on stakeholder involvement, and engaged, socially responsible science. In simultaneously studying multiple levels of, and angles on, reality, transdisciplinary work provides an intriguing potential to invigorate scholarly and scientific inquiry both in and outside the academy.