2009-2010 Course Catalog

2009-2010 Course Catalo

Contemplative Practices and Learning: A Holistic Approach to Education in Bhutan

This study examines the comments, behavior, and products of young student monks, who are exposed to an integrated curriculum of contemplative practices and secular lessons, about whether and how they bring their social-emotional learning from the contemplative practices to bear when learning secular functional skills and knowledge. At the beginning of my self-study, I hypothesized that an integrated curriculum of secular learning combined with contemplative practices would result in deeper learning, based on the research and literature on the connection between affective and cognitive learning. My findings support and do not negate previous research that an integrated curriculum, integrating contemplative practices with secular studies—affective and cognitive learning—contributes both to one’s affective, social and emotional development and to improved cognitive learning. My observations of students’ comments, behavior and products lead me to propose that the Dharma lessons incorporated in each thematic unit in the Lhomon Education curriculum work toward that end. I propose that contemplative practices help to build critical, problem-solving, analytic and cognitive skills that educators strive to develop in students. My proposition—and that of Bhutan—is that the ultimate goal of education should be well-being and happiness, and the purpose of education should be to create those conditions that will enable the pursuer to strive for this fundamental goal

2002-2004 Course Catalog

2002-2004 Course Catalo

2007-2008 Course Catalog

2007-2008 Course Catalo

Volume 35 Number 1

https://thekeep.eiu.edu/eej/1058/thumbnail.jp

A focus on learning : Wuality in teaching & learning : The proceedings of the Teaching & Learning Forum, Edith Cowan University, Perth, February 1995

These papers represent the proceedings of the fourth Teaching and Learning Forum conducted in Perth from February 7-9, 1995. Curtin University hosted the first two Forums and we at Edith Cowan University the third and fourth. In 1996 the honour (and the hard work) transfers to Murdoch. The Forum\u27s objectives were: • To bring together people in higher education who are interested in practical teaching issues (Lecturers, managers, administrators, students, support, general and technical staff). • To share ideas, information and practices in a variety of mutually supportive, friendly and co-operative ways. • To celebrate quality in teaching and learning and raise the status of teaching and learning in tertiary institutions. We believe that these were achieved. This set of proceedings is not organised around a set of sub themes, but rather is presented in alphabetical order with outlines of workshops and short presentations taking their place alongside research papers - as was the case at the Forum

Stuck in the Last Ice Age: Tracing the Role of Document Design in the Teaching Materials of Writing Courses

Teaching materials play vital roles in writing classrooms, yet they are understudied genres in English Studies. Teaching materials are inherently visual genres; the document design choices made by teachers illuminate values held about writing and writing classrooms. They are understudied genres, in part, because of the feminized position of composition. A professional writing investigation of the document design of teaching materials offers opportunities to rectify this. I developed a technofeminine genre tracing methodology focused on exploring the visual convention choices made by teachers and how these visual conventions are interpreted by students across the three levels of activity: the activity-driven macroscopic level, the action-based mesoscopic level, and the operation-embedded microscopic level. Two case studies were conducted with two composition teachers and one section of composition students each. Teachers were interviewed, observed, and their documents for this section were collected. Students were observed and surveyed twice during the semester. By considering how external practical, discourse community, and rhetorical factors influence teaching material design at the macroscopic and mesoscopic levels, I found that this resulted in a deep grip of print based, microscopic choices. One external practical factor, technology, is changing the evolutionary path of teaching materials. It is a messy evolution during which teachers are trying to blend traditional teaching material design with new exigencies and technologies. Conclusions indicate that we cab address the feminized and understudied position of teaching materials and their design by making use of the principles of deconstruction by asymmetries as articulated by Louise Wetherbee Phelps. This schema of conditions, structures, and exemplification considers what paths forward exist. Institutional critique of the materiality of teaching materials in local contexts is a means to promote the conditions for critical collaboration within writing programs. Pedagogical applications of usability and rhetorical design to teaching materials, as Susan Miller-Cochran and Rochelle Rodrigo advocate for online writing instruction, can create structures that nurture and sustain teachers and students in writing programs. Finally, ethical leadership and community initiatives are intrinsically necessary to establish and maintain the kind of relationship building necessary to promote active and evolving design work

The Impact of the Internationalisation of Higher Education on Scientists’ Multimodal Communication: A case study from Catalonia

Les universitats de tot el món són instades a participar en el procés d' ‘internacionalització’ com a distintiu de qualitat i com a reclam per atraure estudiants. Aquest estudi aborda aquesta qüestió des del context de les institucions catalanes d’educació superior, que afronten el dilema de donar suport a la/les llengua/gües local/s i, alhora, abraçar el multilingüisme i, sobretot, l’anglès. L'objectiu principal d'aquest estudi és examinar l'impacte de la internacionalització de l'educació superior en la comunicació diària dels científics. Les dades etnogràfiques s’han recopilat al llarg d’un període d’11 mesos d’observació de dos grups de recerca (RGs) multinacionals amb seu en una universitat catalana, i s’han contrastat amb dades extretes d’un RG amb seu a Alemanya i amb idees inspirades en les pràctiques del RG de la pròpia investigadora. De l'objectiu empíric n’ha derivat un objectiu teòric, que consisteix a dissenyar i provar un marc teòric adequat per estudiar el fenomen proposat de manera integral. Aquest estudi té l’objectiu de contribuir a la limitada literatura que descriu aquelles pràctiques comunicatives "informals" i inèdites dels científics, així com a la literatura sobre la internacionalització de l’ensenyament superior. A nivell pràctic, aquest treball pretén contribuir a la millora de les polítiques d’internacionalització de les institucions d’ensenyament superior de Catalunya, d’Europa i potencialment d’altres contextos arreu del món.Las universidades de todo el mundo son instadas a participar en el proceso de ‘internacionalización’ como distintivo de calidad y como reclamo para atraer estudiantes. Este estudio aborda esta cuestión desde el contexto de las instituciones catalanas de educación superior, que afrontan el dilema de apoyar la/s lengua/s local/es y, a la vez, abrazar el multilingüismo y, sobre todo, el inglés. El objetivo principal de este estudio es examinar el impacto de la internacionalización de la educación superior en la comunicación diaria de los científicos. Los datos etnográficos se han recopilado a lo largo de un período de 11 meses de observación de dos grupos de investigación (RGs) multinacionales con sede en una universidad catalana, y se han contrastado con datos extraídos de un RG con sede en Alemania y con ideas inspiradas en las prácticas del RG de la propia investigadora. Del objetivo empírico ha derivado un objetivo teórico, que consiste en diseñar y probar un marco teórico adecuado para estudiar el fenómeno propuesto de manera integral. Este estudio tiene el objetivo de contribuir a la limitada literatura que describe aquellas prácticas comunicativas "informales" e inéditas de los científicos, así como a la literatura sobre la internacionalización de la enseñanza superior. A nivel práctico, este trabajo pretende contribuir a la mejora de las políticas de internacionalización de las instituciones de enseñanza superior de Cataluña, de Europa y potencialmente de otros contextos en todo el mundo.Universities worldwide are urged to engage in the process of ‘internationalisation’ as a hallmark of quality and as a lure to attract students. The current study approaches this issue from the context of Catalan higher education institutions, which deal with the dilemma of supporting the local language(s) and at the same time embracing multilingualism and especially English. The main aim of this study is to examine the impact of the internationalisation of higher education on the daily communication of scientists. Ethnographic data have been collected throughout a period of 11 months from two multinational research groups (RGs) based in a Catalan state university, and contrasted with data taken from a RG based in Germany and with insights from the researcher’s own RG. From the empirical objective has derived a theoretical objective, consisting in designing and proving a suitable theoretical framework to study the phenomenon holistically. This study aims to contribute to the limited body of research describing scientists’ "informal" and unpublished communicative practices, as well as to the literature on the internationalisation of higher education. On a practical level, this work is intended to aid in the improvement of internationalisation policies of higher education institutions in Catalonia, in Europe and potentially in other contexts worldwide

My CV is my curriculum: The making of an international educator with spiritual values

EThOS - Electronic Theses Online ServiceGBUnited Kingdo