Welche Moeglichkeiten gibt es, jenseits von klassischen Fuhrungen Wissen zu vermitteln? Wie motiviere ich erwachsene Lernende zum Mitarbeiten auf einer Exkursion? Welche Kompetenzen kann ich im Gelande schulen? Das vorliegende Buch bietet Ihnen systematische, lehr- und lerntheoretische fundierte Arbeitshilfen fur die Vorbereitung und Durchfuhrung von Exkursionen, zudem Anregungen fur die Exkursionsgestaltung in verschiedenen Arbeitsbereichen. Es zeigt auf, wie didaktische Moeglichkeiten mit institutionellen Gegebenheiten in Einklang gebracht werden koennen. Sie erfahren, wie die unterschiedlichen Optionen, einen Raum zu begehen, die Umwelt zu interpretieren oder kulturelle Praktiken zu erkennen in eine strukturierte, zielorientierte Lehrveranstaltung umgesetzt werden koennen. Das Buch eroeffnet Ihnen eine breite Palette innovativer Zugange zu Exkursionen und liefert dazu konkrete Beispiele fur Lehr- und Lernmaterialien. Praktische Tipps zu Voraussetzungen, Kosten, Vorbereitungs-, Durchfuhrungs- und Nachbereitungsaufwand runden die Beitrage ab und geben Ihnen eine optimale Starthilfe fur die Konzeption, Planung und Durchfuhrung eigener Exkursionen.

Dieses Buch hilft Studierenden der Wirtschafts- und Sozialwissenschaften, Studienarbeiten aller Art erfolgreich zu schreiben, also etwa Hausarbeiten und Seminararbeiten sowie Abschlussarbeiten wie Bachelorarbeiten und Masterarbeiten. Detailliert werden die inhaltlichen und formalen Anforderungen an Studienarbeiten beschrieben und die Grunde fur formale Regularien in Prufungsordnungen und Zitierrichtlinien erlautert. Das Buch bietet einen anschaulichen Leitfaden und gibt konkrete Unterstutzung in einer pragnanten und verstandlichen Darstellung. Die Anforderungen an Studienarbeiten werden auf diese Weise transparent und klar. Durch die im Buch enthaltenen klaren Handlungsanleitungen wird das Anfertigen von Studienarbeiten zu einer interessanten und spannenden Aufgabe.

History of the University of Pennsylvania, 1740-1940 Edward Potts Cheyney The distinguished professor emeritus Edward Potts Cheyney has written a history of his alma mater that commands attention. His account is ...based on the official documents, supported by the researches of colleagues and friends, and illuminated by an affectionate understanding that springs from sixty years of personal knowledge and participation.--The Pennsylvania Magazine of History and Biography This is a history of the University of Pennsylvania from its founding to its bicentennial anniversary. Edward Potts Cheyney, a historian of European history, was born on January 17, 1861 in Wallingford, Pennsylvania. He was first educated at country schools, then at the Penn Charter School in Philadelphia, and eventually at the University of Pennsylvania, where he graduated with a B.A. degree in 1883. After a brief sojourn in Europe, he returned to enter the University's newly founded Wharton School of Finance, from which he received a bachelor's degree in finance in 1884. In 1929 he was appointed Henry Charles Lea Professor of History.In 1934, Cheyney retired from teaching and assumed a position as curator of the Henry Charles Lea Library at the University. Following his retirement, Cheyney was invited by the Trustees of the University of Pennsylvania to write a history of the University in celebration of its bicentennial. Cheyney completed the project, published as the present work, in 1940. Cheney died of a heart attack at the age of 86 in Chester, Pennsylvania. 1940 461 pages 6 1/8 x 9 1/4 ISBN 978-0-8122-4650-6 Cloth $49.95s GBP32.50 ISBN 978-0-8122-9025-7 Ebook $49.95s GBP32.50 World Rights Education, African-American/African Studies

Proposed: The University of the United States was first published in 1936. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.In Proposed: The University of the United States, Edgar Bruce Wesley claims that a reduction in the number of bureaucrats and special advisers to the government, and fewer "blunders of national proportions," would result from the establishment of a national university in Washington.Such a university would be devoted entirely to graduate and research work. Exchange professors and visiting scholars would contribute to its services. Students would pay no tuition fees since the institution, founded and directed by the federal government, would be supported by taxation. It would be empowered to grant the usual graduate degrees and much of its work would be in the training of promising young people for government service and in carrying on "a continuous and inclusive program of social research."The establishment of a national university is not a new idea, as Professor Wesley explains, but one that has been proposed by numerous educators and statesmen, including ten presidents of the United States. This book relates the history of the idea, presents arguments in favor of the establishment of such an institution, outlines a plan for its organization, and presents a specific bill for enactment by Congress.

Canadian universities face a complicated and uncertain future when it comes to funding, governance, and fostering innovation. Their leaders face an equally complicated future, attempting to balance the needs and desires of students, faculty, governments, and the economy. Drawing on more than a decade of service as president of one of Canada's major research universities, Peter MacKinnon offers an insider's perspective on the challenges involved in bringing those constituencies together in the pursuit of excellence. Clear, contentious, and uncompromising, University Leadership and Public Policy in the Twenty-First Century offers a unique and timely analysis of the key policy issues affecting Canada's university sector. Covering topics such as strategic planning, tuition policy, labour relations, and governance, MacKinnon draws on his experience leading the University of Saskatchewan to argue that Canadian universities must embrace competitiveness and change if they are to succeed in the global race for talent.

Grounded in research on neuroscience, faculty development, work productivity, positive psychology, and resilience, this faculty development guide is filled with the techniques and strategies that go beyond a discussion of work-life balance and teaching tips to offer practical tools for managing the life of the professor while maximizing his or her potential. Faculty who complete the book's exercises are able to anchor their work, roles, and use of time in their most deeply held values, to integrate their personal and professional lives into a seamless garment, and to create a legacy of a life well-lived.

This text explores one of the major issues in university education today: the relationship between research, teaching and study. Based on cross-national research on the university systems of Germany, Britain, France, the United States and Japan, this book offers in-depth comparative analysis and draws provocative conclusions about the future of the research-teaching-study nexus. The book identifies the main features and limitations of each national system: governmental and industrial dominance in Japan, for example, and England's collegiate form of university. It examines the forces drawing research, teaching and study apart and those binding them together. Highlighting the fruitful integration of teaching and research in the American graduate school, Clark decries the widely held view that these are antithetical activities. Rather, he demonstrates that research provides a rich basis for instruction and learning. Universities, he maintains, are places of inquiry, and the future lies with institutions firmly grounded in this belief.

Can university-based scientific research contribute to the economic development of a region? Can it generate wealth for the university? American universities are under increasing pressure to maximize their economic contributions. "Tapping the Riches of Science" offers a rigorous and far-sighted explanation of this controversial and little-understood movement.

Just how do universities contribute to innovation in industry? How have state legislatures promoted local university commitments to economic relevance? And how has the pressure to be economically productive affected the core academic missions of teaching and research? Drawing from a range of social science analyses, campus interviews, and examples of university-industry partnerships, Roger Geiger and Creso Sa reveal the ways that economic development has been incorporated into university commitments.

Noting enduring cultural differences between the academic and business worlds, Geiger and Sa deflate both suspicious and overconfident views. They show how elusive success can be for embryonic discoveries with as-yet-unclear applications. Warning against promising and expecting too much, "Tapping the Riches of Science" nonetheless makes a strong case for the long-term promise of practical uses for academic research.

Richard C. Atkinson's eight-year tenure as president of the University of California (1995-2003) reflected the major issues facing California itself: the state's emergence as the world's leading knowledge-based economy and the rapidly expanding size and diversity of its population. As this selection of President Atkinson's speeches and papers reveals, his administration was marked by innovative approaches that deliberately shaped U.C.'s role in this changing California. These writings tell the story of the national controversy over the SAT and Atkinson's successful challenge to the dominance of the seventy-five-year-old college entrance examination. They also highlight other issues with national significance: U.C.'s experiments with race-neutral admissions programs; the challenges facing academic libraries and the University's pioneering activities with the California Digital Library; and the University's involvement in new paradigms of industry-university research. Together, these speeches and papers open a window on an eventful period in the history of the nation's leading public research university and the history of American higher education.

Redesigning Higher Education: A Small New England Public University Changes Higher Education tells the story of how Plymouth State University (New Hampshire), a small New England public university, is changing the face and future of higher education for the 21st century. This is the Plymouth Experiment. The authors highlight ongoing change and transformation at Plymouth State University during challenging demographic and financial times in higher education. With many institutions merging or closing across the nation, Plymouth State University's fifteenth president brought a vision for organizational transformation grounded in holistic integration with student-centered decision-making. The transformation began with reorganizing twenty-four academic departments and three colleges into seven Integrated Clusters of discipline-based communities. Redesigning Higher Education uses a storytelling narrative approach to provide a practical application of the radical changes meant to transform the higher education experience.

This concise book tells the absorbing story of the development of one of the greatest public institutions in the country. Beginning with the land grant that established a university in California, the accessible narrative takes the reader through the difficulties and triumphs of the institution as it rose to the peak of scientific and scholarly stature, where it stands today. Included is a discussion of why the University of California is unique among institutions of higher learning, a chronicle of past university presidents and the particular contributions each made to the institution, an account of the university's benefactors and financial arrangements, and the development of the multicampus model. This book also covers pivotal moments in the university's history, such as the formulation of the Master Plan for Higher Education, the controversy over the Loyalty Oath, the Free Speech Movement, Clark Kerr's dismissal, the implementation of Proposition 13, and the struggle over affirmative action. The author includes a description of each campus and a wealth of historical photographs that document the rise of the university and the people involved in its evolution.

In many countries across the world, the demographic compositions of universities have changed with the increasing numbers of international students. According to the OECD (2014) in 2012 there were 4.5 million students studying at universities in countries other than the ones in which they had been born. It was more than double the number in 2000. International student mobility is a result of globalisation and the internationalisation of higher education. This book reviews these developments as they relate to Africa. It examines the changing social relations of diversity of postgraduate South African and international students living together in residence at the University of Pretoria. It is an instrumental, qualitative case study based on content analyses of semi-structured interviews with more than 90 students. There is a dearth of such studies in African higher education. The academic literatures have concentrated on educational change at national, continental and global levels. It is unknown what is happening on the ground, from the point of view of the daily experiences and perceptions of local and international students. This research project draws on community studies to analyse the sociology of three residences at the University of Pretoria, at which most of the postgraduate international students live with their South African peers. The majority of the international students come from other African countries. This community, across the three sites, is analysed in relation to the intersectionality of race, socio-economic class, gender and sexuality and, especially, nationality. These social relations embedded within the residence-community constitute a fundamental characteristic of globalisation: The inter-relationship between the nation state (nationality) and the international developments (globalisation and internationalisation) that have undermined the nation states independence and autonomy. The problem is viewed at the cultural coalface at one university community, rather than systemically and structurally from the top. Put another way, students constantly engage with representations of where they come from and the global realities they encounter at the university. This is illustrated in analyses of the intersectionality of diversity relations. The author shows the range, complexities and specificities of diversity and its changing social dynamics. It is hoped that such studies can be compared with others in international education in Africa, the global South and the developed world.

Universities are more than engines propelling us into a bold new future. They are also living history. A college campus serves as a repository for the memories of countless students, staff, and faculty who have passed through its halls. The history of a university resides not just in its archives but also in the place itself?the walkways and bridges, the libraries and classrooms, the gardens and creeks winding their way across campus. To think of Emory as place, as Hauk invites you to do, is not only to consider its geography and its architecture (the lay of the land and the built-up spaces its people inhabit) but also to imagine how the external, constructed world can cultivate an internal world of wonder and purpose and responsibility?in short, how a landscape creates meaning. Emory as Place offers physical, though mute, evidence of how landscape and population have shaped each other over decades of debate about architecture, curriculum, and resources. More than that, the physical development of the place mirrors the university's awareness of itself as an arena of tension between the past and the future?even between the past and the present, between what the university has been and what it now purports or intends to be, through its spaces. Most of all, thinking of Emory as place suggests a way to get at the core meaning of an institution as large, diverse, complex, and tentacled as a modern research university.

Worldwide, universities are considered assets for empowering local communities, hence making community engagement or third mission of universities popular. Community-university engagement has thus become a strategy for universities to generate, apply, use knowledge and other university resources outside academic environments. While arguments in this book indicate that universities have great potential to empower communities, it also remains largely true that communities also empower universities in many respects. The potential for each partner to contribute can be compromised when conditions necessary for success are not considered. Communities, for example, lose trust and resent exploitation of their resources when universities alone gain from these exchanges. Both parties should participate actively to contribute to national development agendas such as poverty reduction, illiteracy and youth unemployment, just to mention a few. An emphasis on social impact through community-university engagements exists as well. This is particularly needed where engagement agendas are traditionally underrepresented or marginalized in development activities. This book was inspired by the authors experiences as community development experts with special interest in development agendas that address social exclusion. When properly conceived, community-university engagements can offer unlimited benefits in respect to community empowerment. Different chapters of this book map out essential characteristics and conditions for effective engagements.

What is the purpose of higher education, and how should we pursue it? Debates over these issues raged in the late nineteenth century as reformers introduced a new kind of university--one dedicated to free inquiry and the advancement of knowledge. In the first major study of moral education in American universities, Julie Reuben examines the consequences of these debates for modern intellectual life.
Based on extensive research at eight universities--Harvard, Yale, Columbia, Johns Hopkins, Chicago, Stanford, Michigan, and California at Berkeley--Reuben examines the aims of university reformers in the context of nineteenth-century ideas about truth. She argues that these educators tried to apply new scientific standards to moral education, but that their modernization efforts ultimately failed. By exploring the complex interaction between institutional and intellectual change, Reuben enhances our understanding of the modern university, the secularization of intellectual life, and the association of scientific objectivity with value-neutrality.

Adolescent risk behavior is a growing problem in the global context. In many places, efforts are carried out to prevent the occurrence of adolescent risk behavior and to identify the best intervention options. In view of the growing magnitude of adolescent risk behavior, one question is how we can "explain" such behavior. Traditionally, people tend to find answers "within" adolescents. Explanations such as "weak mindedness", "lack of determination" and "laziness" have been shared in people in different cultures. While these beliefs are widely held, there is no scientific support for such explanations. Fundamentally, promotion of psychosocial competencies is at the heart of positive youth development and psychosocial competence is closely related to leadership skills in adolescents. In view of the developmental issues faced by Chinese university students and taking advantage of higher education reform in Hong Kong, a subject entitled "Tomorrow's Leaders" is offered to around 2,000 students every year. Based on our evaluation of this project, we strongly encourage colleagues to make similar initiatives elsewhere to create leadership for the future.

In 1987, the Times Educational Supplement reported that a UK-wide survey of Faculties of Education found that "Monash University in Australia was the surprise rival to Stanford and Harvard." The former school headmaster Richard Selby Smith, as the first Professor and Dean, had established the Faculty of Education in 1964 with a handful of staff and students. The Monash graduate Diploma in Education soon developed a fine reputation. Then, the Faculty extended its activity into postgraduate courses for teachers, first at Bachelor of Education and then Master of Education level, catering, too, for specialist studies in special education, psychology, and educational administration. The Faculty soon developed an international reputation for its work in many fields, including science education, mathematics, educational history, philosophy, sociology of education, special education, social psychology, multi-culturalism, learning theory, the education of women, languages and literacy, and social education. Fifty years on, the Faculty has spread across campuses at Clayton, Gippsland, Peninsula, and Berwick, but retained its reputation for excellence, with a ranking of sixth best in the world. This history tells the story of how the Faculty of Education at Monash University developed from its modest beginnings to a position of international eminence. (Series: Education)

This co-edited book provides doctoral candidates with a practical, cross-discipline handbook for successfully navigating the doctoral process - from initial program selection to the final dissertation defense and preparing for the faculty interview. Invited chapters from established higher education experts cover topics ranging from university and program selection, preparing for comprehensive exams and dissertation research, self-care and self-management strategies, and recommendations for maintaining personal and professional support systems. Each chapter includes strategies for success and practical tips, including how to create a study guide for the comprehensive examination, how to create a professional support group, how to talk to your family about the doctoral process, how to select and work with a chair and committee, how to identify an appropriate research design, how to navigate the IRB process, and how to master the research and writing process.

The science and education talent and knowledge produced by academic research form crucial building blocks to innovation that improve the quality of life for our Nation's citizens, create jobs and in some cases even new industries, and are vital to maintaining U.S. global leadership in science and education. The focus of this book is public research universities, which are subject to greater financial and legislative pressure than their private counterparts. Nevertheless, the health of the research university system and the overall higher education system relies on the strength of all of its component parts. This book highlights the importance of these universities to states and the Nation and describes the challenges posed by recent trends in student population growth and university revenue and costs.

This historical perspective on The Open University, founded in 1969, frames its ethos (to be open to people, places, methods and ideas) within the traditions of correspondence courses, commercial television, adult education, the post-war social democratic settlement and the Cold War. A critical assessment of its engagement with teaching, assessment and support for adult learners offers an understanding as to how it came to dominate the market for part-time studies. It also indicates how, as the funding and status of higher education shifted, it became a loved brand and a model for universities around the world. Drawing on previously ignored or unavailable records, personal testimony and recently digitised broadcast teaching materials, it recognises the importance of students to the maintenance of the university and places the development of learning and the uses of technology for education over the course of half a century within a wider social and economic perspective. -- .

This book offers a unique view on the quality audit programme that the European University Association has been offering to its members for more than a decade. The authors are all closely involved in the operation of the programme, thus being able to present a critical view of the advantages of the methodology of supportive peer review addressing both theoretical concepts and study cases in a language that is simultaneously appropriate for researchers and for practitioners.

Founder of elite college prep agency Mint Tutors and upcoming star of Bravo's tentatively titled "Ivy League Confidential," Ashley Wellington shares hard-hitting essay-writing advice tailored to each student's strengths and potential pitfalls, inspiring students to write as if guided by their own personal college admissions tutor.
The formulaic approach of most college admissions essay guides doesn't apply seamlessly to all students--and worse yet, can teach them to sound ordinary. In this uber-competitive landscape, students are no longer looking for "essay in a day"-level advice. Mint Tutors founder Ashley Wellington's tailored advice empowers real students to craft higher-quality essays that will get them into Ivy-level institutions. By using common academic and extracurricular "types" to show students "how" to think through their essay ideas (why their approach might work, how it might fail, and how to highlight their best traits), this book replicates a brainstorming and editing session with a private tutor who knows how to dish out both encouragement and tough love--and get results.

Narratives of Becoming Leaders in Disciplinary and Institutional Contexts provides theoretically informed personal narratives of nine emerging and established leaders in learning and teaching in Australia, Brazil, Canada, Trinidad and Tobago, the UK and the USA. The academics' narratives consider how individuals navigate the disciplinary and institutional context as emergent and established leaders in learning and teaching. These learning and teaching leadership narratives highlight the commonalities and differences in the struggles that academic leaders across the world encounter within their unique institutional and disciplinary contexts. The journeys of learning and teaching leadership are often fuzzy owing to lack of well-established structures and pathways which may be further complicated by the unique institutional and disciplinary contexts. This book contributes to our understanding of the impact of disciplinary and institutional contexts on the practice of learning and teaching leaders. It captures the subjective experiences of academics at various stages in their career, navigating their individual pathways of learning and teaching leadership within their national context.

Particularly for the disciplines of the humanities and social sciences, for which writing is their lifeblood, the crisis in academic writing has become existential. It is not hard to diagnose the disease, and its causes. This book showcases what we desperately need: radical alternatives, experiments we can try out, ways of writing that don't just tweak the system but plot a different course altogether. This isn't just about finding new genres, for these only change the surface appearance without altering the underlying dynamic. Rather, the editor and contributors focus on finding new ways to join thinking both with writing and the things of which, and with which, we write. Each chapter brims with the kind of liveliness, outspokenness and urgency that their theme demands. Far from tiptoeing around the edifice of academia they are intent on stirring things up, reigniting their scholarship with a fuse of activism, in the hope of setting off an explosion that could send ripples throughout the academy.

Focusing on research-related assignments, this book helps you navigate the potential pitfalls of academic writing through the experience of students who face the same challenges you do. Packed with hands-on exercises and insightful feedback, this workbook gives you the practice you need to fine tune your academic writing. Using their years of experience coaching students, the authors help you to: Develop and hone arguments Organise and interpret source material Write effective research proposals Follow academic conventions with confidence Complete collaborative writing projects. Perfect for anyone transitioning from undergraduate to postgraduate degrees, Mastering Academic Writing provides the skills, tips, and tricks you need to move beyond the basics of academic writing and meet the new expectations of further study. The Student Success series are essential guides for students of all levels. From how to think critically and write great essays to planning your dream career, the Student Success series helps you study smarter and get the best from your time at university. Visit the SAGE Study Skills hub for tips and resources for study success!