Re-Viewing the Mass Communication Education Curriculum. Case for Language/Linguistics, Communication Synergy.

Curriculum review of any academic curriculum is one way of demonstrating the dynamism of such discipline. Mass Communication as a dynamic discipline is one such beneficiary of curriculum review. In line with Iwuchukwu’s (2010) earlier submission that no graduate of any academic level or discipline worth’s more than the curriculum that produces him/her, it was an observed inability of some practicing journalists, especially, those in the print. To handle ethical issues, which was traced to a lacuna in the curriculum that led to the introduction of the course, ethics. This paper seeks to unveil another obvious lapse among mass communication practitioners cutting across, print, broadcast and electronic media. It further highlights that such lapses as incompetence in language use, both at the phonetic, phonological semantic. Syntactic stylistic and even psycholinguistic to be a direct fall out of a perceived lacuna in the present mass communication education curriculum especially in Nigeria. We contend that a review of the present curriculum is glaringly imperative recommending not only the inclusion of more language/linguistic courses but also a stronger synergy between language/linguistics and mass communication. This is our opinion could be boosted with a course "Language and Communication not only though to all mass communication students at all levels, but it being recognized as another Sub-field of specialization by mass communication graduates who wish to further their stadium at the postgraduates levels as in the case in the University of Calabar

Instructors\u27 Expectations And Objectives For Integrating Sustainable Development And Ethical Issues Into The Curriculum

The integration of sustainable development and ethical issues into the curriculum is increasingly important in higher education. The study surveyed 17 instructors in ICT engineering education at Lapland University of Applied Sciences who were involved in curriculum development to explore their expectations and objectives in integrating sustainable development and ethical issues into their courses. Although most instructors had a good understanding of sustainable development and ethical issues, not all saw them as relevant to their courses. Those who did incorporate these themes focused on topics such as energy conservation, social sustainability, and sustainability and ethics in solutions. However, almost half of the instructors did not plan to incorporate ethical issues into their courses, and those who did focus on copyright, artificial intelligence, and source criticism. Instructors expressed the need for themed discussion sessions and expert lectures to enhance their knowledge and skills. The study\u27s results suggest the need for more effective strategies to incorporate sustainable development and ethical issues into ICT education. The findings of this study could support academics in their ongoing efforts to incorporate ethical and sustainable development concerns into their curricula

Professionalism In The First Year Of A Software Engineering Curriculum

Professionalism is an important part of any subject of study where graduates subsequently move into a professional career following their degree course. Most professional bodies therefore require accredited degree programmes to include this topic in the curriculum. The British Computer Society gives guidelines to institutions in the UK. These guidelines have been followed in the construction of the current Software Engineering Curriculum in the Department Of computer Science at the University of Sheffield. However it is unclear how effective the current form of presentation is. This report seeks to investigate this and look to possible ways of improving the presentation, particularly in the first year. I conclude that the most important factor in teaching professionalism; is the professionalism of the teachers. Students seem to learn these skills best by example, and therefore the greatest improvements are likely to be found by implementing common standards for teaching practice across the syllabus

Culturally Sensitive IS Teaching: Lessons Learned to Manage Motivation Issues

This paper seeks to raise awareness of culturally sensitive teaching that is largely overlooked in the IS teaching community. In a global, networked environment commonly faced by the contemporary business or academic world, it is imperative to prepare future IT professionals with adequate cultural understanding of such a multicultural environment in which their future work practice will engage. Derived from a teaching case situated in the context of HBCU (Historically Black Colleges and Universities) in the US, this paper narrates and reflects cultural issues and challenges that are increasingly prevalent in today‟s education systems. More specifically, the study analyzes motivational issues that are commonly observed in a homogeneous student group and provides practice lessons to help educators who might face similar issues in their teaching context to manage those issues. Insights gained from the study help reflect the significance of developing culturally sensitive pedagogy that might require future IS educators‟ and researchers‟ attention

IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 5, Issue 2, Summer 2016

Impact: The Journal of the Center for Interdisciplinary Teaching & Learning is a peer-reviewed, biannual online journal that publishes scholarly and creative non-fiction essays about the theory, practice and assessment of interdisciplinary education. Impact is produced by the Center for Interdisciplinary Teaching & Learning at the College of General Studies, Boston University (www.bu.edu/cgs/citl)

Studying tourism: Where’s the humanity in it?

Previous work has conceptually explored the value of the humanities for tourism education and has considered the pressures that likely serve as barriers to its greater inclusion in curricula. This chapter moves the debate from the conceptual level to the ground, reporting the results of a survey of tourism educators with regard to the role of the humanities in the programs in which they teach. The study explores the prevalence of the humanities as primary and supporting course content at the undergraduate and graduate levels, sheds light on barriers faculty members identify for incorporating more humanities content into their curricula, and offers examples of creative ways some educators are currently engaging with such content.Peer reviewedHumanitiesliberal artscurriculu

"This Applies to the RealWorld": Student Perspectives on Integrating Ethics into a Computer Science Assignment

There is a growing movement in undergraduate computer science (CS) programs to embed ethics across CS classes rather than relying solely on standalone ethics courses. One strategy is creating assignments that encourage students to reflect on ethical issues inherent to the code they write. Building off prior work that has surveyed students after doing such assignments in class, we conducted focus groups with students who reviewed a new introductory ethics-based CS assignment. In this experience report, we present a case study describing our process of designing an ethics-based assignment and proposing the assignment to students for feedback. Participants in our focus groups not only shared feedback on the assignment, but also on the integration of ethics into coding assignments in general, revealing the benefits and challenges of this work from a student perspective. We also generated novel ethics-oriented assignment concepts alongside students. Deriving from tech controversies that participants felt most affected by, we created a bank of ideas as a starting point for further curriculum development.Comment: 6 pages, 1 figur