Turning Theory into Practice: A Case Study in the Arts

Students who take art and music courses learn not only content, but also develop new ways of thinking, communicating, and evaluating. Ultimately, such classes teach students to hear and to see, to be comfortable with ambiguity, to examine issues from multiple perspectives, and to develop sound strategies for working through confusing and sometimes controversial issues.  We argue that the ways of thinking presented in these courses can transfer to any discipline.  This article presents a targeted case study of our experience tailoring a multi-disciplinary arts course specifically to nursing students.  We outline the course construction, document our findings, assess our results, and argue for the benefits of visual and aural training

Innovative learning in action (ILIA) issue one: Internationalising the curriculum

Welcome to the first edition of the University of Salford’s ‘Innovative Learning in Action’ (ILIA). The journal will be published bi-annually and is intended to provide recognition for and to celebrate the good practice of staff who - across campus - strive to innovate in pursuit of the quality learning experience. The dissemination of good practice will provide positive encouragement to those considering new approaches to student learning and support and act as a springboard for collaboration, shared experience, mutual support and reflection within and across schools and faculties. The journal aims to be inclusive, therefore the Editorial Board welcomes a varied range of contributions from those who are seasoned and experienced researchers in the field, to those who are embarking upon their first engagement with publishing in the domain; from tried and tested innovations which may be transferable to other disciplines to work in progress and embryonic developments; from academic and related staff to those performing roles in support of student learning. The tone of the journal is quite informal, providing an illustrative rather than exhaustive overview of innovations and authors are encouraged to describe and reflect upon their experiences in their own individual styles. The theme of this first edition is ‘Internationalising the Curriculum’ a concept that is at the very heart of the University’s Learning and Teaching Strategy: ‘…preparing students for careers that will be in the global economy and to enrich the wider student experience by integrating the knowledge and experience of our international students.’ (University of Salford, Strategic Framework 2003-2004) Contributions that explore innovative programmes and collaborations underway at the University provide a range of perspectives on curriculum development and design, signifying ways in which other colleagues might pursue an international agenda in their teaching and learning practice

Departmental Review: Department of Agricultural Education

1. Schedule for Review of Departmental Program 2. Overview of Agricultural Education Department: Functions; Budgets; Where Ag. Ed. Graduates Go; Advisory Council 3. University Administration: UN-L Organization Chart; IANR Administrative Chart 4. Agricultural Education Faculty: Staff and Assignments; Appointments, status and experience; Professional Activities during last two calendar years 5. Instructional Program: Teaching &Advisement; mEnrollment History; Undergraduate Curriculum; Graduate Program; Departmental Self Survey 6. Research and Writing: Project Descriptions; Accomplishments; Planned Objectives; Recent Publications 7. Extension Activities 8. Special Programs: In-Service Education; Curriculum Modification Project 9. Future Directions: Instructional; Research; Extension; Continuing/In-Servic

Using Augmented Reality as a Medium to Assist Teaching in Higher Education

In this paper we describe the use of a high-level augmented reality (AR) interface for the construction of collaborative educational applications that can be used in practice to enhance current teaching methods. A combination of multimedia information including spatial three-dimensional models, images, textual information, video, animations and sound, can be superimposed in a student-friendly manner into the learning environment. In several case studies different learning scenarios have been carefully designed based on human-computer interaction principles so that meaningful virtual information is presented in an interactive and compelling way. Collaboration between the participants is achieved through use of a tangible AR interface that uses marker cards as well as an immersive AR environment which is based on software user interfaces (UIs) and hardware devices. The interactive AR interface has been piloted in the classroom at two UK universities in departments of Informatics and Information Science

Formative peer assessment in a CSCL environment

In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalised in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case-based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group, and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focussing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students’ attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed

Research and education in management of large- scale technical programs Semiannual progress report

Research and education in management of large scale technical programs - education and integration of interdisciplinary tea

Self-Study Report of the Department of Agricultural Leadership, Education and Communication

Agricultural Leadership, Education and Communication (AgLEC) is a department in the Institute of Agriculture and Natural Resources of the University of Nebraska-Lincoln. The department was established as a result of a 1992 merger between the departments of Agricultural Education and Agricultural Communication. The mission of the department is to foster human capacity in leadership, education and communication through innovative teaching, research, and outreach. The AgLEC faculty reports to a department head, and are accountable to the respective deans of the College of Agricultural Sciences and Natural Resources (CASNR), the Agricultural Research Division (ARD), and the Cooperative Extension Division (CED), depending on their appointment. Since the last review there has been significant development and refinement of undergraduate and graduate programs (documented in Sections 5 and 6). Some of this development and refinement was the result of the recommendations of the 1996 review team. Because of the dramatic impact the team had on the direction of the department, Sections 5 through 8 begin with a brief discussion linking the 1996 review team recommendations and actions by AgLEC faculty. Since the last review, AgLEC faculty have been engaged in significant curriculum and project development, revision and delivery, with the intention of serving the human resource and educational needs of rural and urban stakeholders in education, business, government and industry. Departmental goals have been developed that complement the IANR Strategic Plan and capitalize on the talents of the faculty and the needs of our stakeholder groups. In general, goals have been set and achieved in the following general areas: · the expansion and revision of undergraduate courses and programs, · the enhancement of graduate education through course revisions and program development, · the development of significant collaborative relationships in and outside of the university, · a broadened delivery of credit and non-credit education through use of distance technology, · the development and deployment of a departmental marketing plan, and · the integration of departmental teaching, outreach and service activities

Digital Dissemination Platform of Transportation Engineering Education Materials Founded in Adoption Research

INE/AUTC 14.0

Social Entrepreneurship Collaboratory: (SE Lab): A University Incubator for a Rising Generation of Leading Social Entrepreneurs

How can universities help create, develop and sustain a rising generation of social entrepreneurs and their ideas? What new forms of learning environments successfully integrate theory and practice? What conditions best support university students interested in studying, participating in, creating and developing social change organizations, thinking through their ideas, and connecting with their inspiration? What is the intellectual content and the rationale for a curriculum addressing this at a university