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Undergraduates --- Undergraduate college students --- Undergraduate students --- College students --- Research --- University of California, Merced --- University of California, Merced. --- UC Merced --- California. --- Alta California (Province) --- CA --- Cal. --- Cali. --- CF --- Chia-chou --- Departamento de Californias --- Kʻaellipʻonia --- Kʻaellipʻonia-ju --- Kʻaellipʻoniaju --- Kalifornii --- Kalifornii͡ --- Kalifornija --- Ḳalifornyah --- Ḳalifornye --- Kālīfūrniy --- Kaliphornia --- Karapōnia --- Kariforunia --- Kariforunia-sh --- Medinat Ḳalifornyah --- Politeia tēs Kaliphornias --- Provincia de Californias --- Shtat Kalifornii͡ --- State of California --- Upper California --- undergraduate research
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America's public universities educate 80% of our nation's college students. But in the wake of rising demands on state treasuries, changing demographics, growing income inequality, and legislative indifference, many of these institutions have fallen into decline. Tuition costs have skyrocketed, class sizes have gone up, the number of courses offered has gone down, and the overall quality of education has decreased significantly. Here James C. Garland draws on more than thirty years of experience as a professor, administrator, and university president to argue that a
Public universities and colleges --- Universities and colleges --- Finance. --- 378.4 <73> --- 378.4 <73> Universiteiten--Verenigde Staten van Amerika. VSA. USA --- Universiteiten--Verenigde Staten van Amerika. VSA. USA --- Finance --- public university, college, higher education, school, learning, united states of america, american culture, usa, undergraduate students, changing demographics, tuition, costs, income inequality, state government, affordability, financially secure, academia, efficiency, productivity, campus leadership, legislators, reforms, governing boards, finance, student needs.
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Big History is a new field on a grand scale: it tells the story of the universe over time through a diverse range of disciplines that spans cosmology, physics, chemistry, astronomy, geology, evolutionary biology, anthropology, and archaeology, thereby reconciling traditional human history with environmental geography and natural history. Weaving the myriad threads of evidence-based human knowledge into a master narrative that stretches from the beginning of the universe to the present, the Big History framework helps students make sense of their studies in all disciplines by illuminating the structures that underlie the universe and the connections among them. Teaching Big History is a powerful analytic and pedagogical resource, and serves as a comprehensive guide for teaching Big History, as well for sharing ideas about the subject and planning a curriculum around it. Readers are also given helpful advice about the administrative and organizational challenges of instituting a general education program constructed around Big History. The book includes teaching materials, examples, and detailed sample exercises. This book is also an engaging first-hand account of how a group of professors built an entire Big History general education curriculum for first-year students, demonstrating how this thoughtful integration of disciplines exemplifies liberal education at its best and illustrating how teaching and learning this incredible story can be transformative for professors and students alike.
History --- Physical sciences --- Science --- World history --- Study and teaching. --- Study and teaching --- ancient history. --- anthropology. --- archaeology. --- astronomy. --- big history. --- biology. --- chemistry. --- cosmology. --- earth sciences. --- education. --- evolutionary biology. --- general education. --- geology. --- history. --- interdisciplinary. --- liberal education. --- making connections. --- new approach to teaching history. --- new approach to teaching science. --- pedagogy. --- physics. --- planning a curriculum. --- sample exercises. --- story of the universe. --- teaching guide. --- teaching materials. --- teaching. --- traditional human history. --- undergraduate professors. --- undergraduate students. --- universe.
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Written for study abroad practitioners, this book introduces theoretical understandings of key study abroad terms including “the global/national,” “culture,” “native speaker,” “immersion,” and “host society.” Building theories on these notions with perspectives from cultural anthropology, political science, educational studies, linguistics, and narrative studies, it suggests ways to incorporate them in study abroad practices. Through attention to daily activities via the concept of immersion, it reframes study abroad not as an encounter with cultural others but as an occasion to analyze constructions of “differences” in daily life, backgrounded by structural arrangements.
Foreign study. --- Educational change. --- anthropology. --- college students. --- cultural anthropology. --- culture. --- education. --- educational studies. --- engaging. --- host society. --- immersion. --- immersive environment. --- learning in a new context. --- learning in another country. --- life changes. --- life lessons. --- linguistics. --- lively. --- meaningful travel. --- narrative studies. --- native speaker. --- political science. --- realistic. --- students and teachers. --- study abroad practices. --- study abroad practitioners. --- study abroad terms. --- study abroad. --- the global. --- the national. --- travel. --- undergraduate students. --- university students.
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The overall focus, scope, and purpose of this Special Issue on outdoor adventure is to provide the current and anticipated future trends, offer innovative ideas for new programs, support decision making for managers to move plans and intentions into action, inspire pioneering staff training and leadership development, incite policy reviews and revisions, promote resource (re)allocation where needed, and stimulate culture shifts among outdoor leaders and managers. Furthermore, this Special Issue is situated within the existing literature by depicting major trends in the field, exploring organizational issues and successes, identifying gaps between research and practice, and formulating solutions to some of the field’s most pressing challenges. Of particular interest were manuscripts reporting the following: • Adventure education across diverse cultures; • Innovative partnerships for experiential education outdoors; • Land management agencies working with adventure education programs; • Leadership and/or management issues and challenges; • Programming advances, participation trends; • Recruitment and retention of diverse staff, workforce enhancement; • Social groups/identity and outdoor spaces (e.g., people of color and outdoor adventure; women in the outdoors—where have we been, where are we going?; LGBTQ trends and future directions; youth and outdoor adventure); • Socioeconomic factors and solutions; • Technology influences and adventure education; • Working with schools/school districts and being in sync with curriculum needs, supporting transportation challenges, etc.
Humanities --- Education --- outdoor adventure education --- social justice --- inclusive praxis --- Outward Bound --- policy --- purposes --- practice --- barriers --- outdoor learning --- outdoor and adventure education --- international perspectives --- comparative --- experiential learning --- transformative learning --- equity --- pedagogy --- whiteness --- gender --- critical theory --- outdoor education --- outdoor skills --- partnership --- outdoor programs --- outdoor education in urban areas --- outdoor recreation --- female empowerment --- single-gender --- adolescent programming --- adolescent girls --- outdoor camp --- girls’ camp --- youth development --- treasure hunt --- mobile learning --- geocaching --- smartphone --- educational app --- Lesvos island --- secondary education students --- undergraduate students --- nature-based programs --- ecological framework --- COVID-19 impact --- n/a --- girls' camp
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The overall focus, scope, and purpose of this Special Issue on outdoor adventure is to provide the current and anticipated future trends, offer innovative ideas for new programs, support decision making for managers to move plans and intentions into action, inspire pioneering staff training and leadership development, incite policy reviews and revisions, promote resource (re)allocation where needed, and stimulate culture shifts among outdoor leaders and managers. Furthermore, this Special Issue is situated within the existing literature by depicting major trends in the field, exploring organizational issues and successes, identifying gaps between research and practice, and formulating solutions to some of the field’s most pressing challenges. Of particular interest were manuscripts reporting the following: • Adventure education across diverse cultures; • Innovative partnerships for experiential education outdoors; • Land management agencies working with adventure education programs; • Leadership and/or management issues and challenges; • Programming advances, participation trends; • Recruitment and retention of diverse staff, workforce enhancement; • Social groups/identity and outdoor spaces (e.g., people of color and outdoor adventure; women in the outdoors—where have we been, where are we going?; LGBTQ trends and future directions; youth and outdoor adventure); • Socioeconomic factors and solutions; • Technology influences and adventure education; • Working with schools/school districts and being in sync with curriculum needs, supporting transportation challenges, etc.
outdoor adventure education --- social justice --- inclusive praxis --- Outward Bound --- policy --- purposes --- practice --- barriers --- outdoor learning --- outdoor and adventure education --- international perspectives --- comparative --- experiential learning --- transformative learning --- equity --- pedagogy --- whiteness --- gender --- critical theory --- outdoor education --- outdoor skills --- partnership --- outdoor programs --- outdoor education in urban areas --- outdoor recreation --- female empowerment --- single-gender --- adolescent programming --- adolescent girls --- outdoor camp --- girls’ camp --- youth development --- treasure hunt --- mobile learning --- geocaching --- smartphone --- educational app --- Lesvos island --- secondary education students --- undergraduate students --- nature-based programs --- ecological framework --- COVID-19 impact --- n/a --- girls' camp
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The overall focus, scope, and purpose of this Special Issue on outdoor adventure is to provide the current and anticipated future trends, offer innovative ideas for new programs, support decision making for managers to move plans and intentions into action, inspire pioneering staff training and leadership development, incite policy reviews and revisions, promote resource (re)allocation where needed, and stimulate culture shifts among outdoor leaders and managers. Furthermore, this Special Issue is situated within the existing literature by depicting major trends in the field, exploring organizational issues and successes, identifying gaps between research and practice, and formulating solutions to some of the field’s most pressing challenges. Of particular interest were manuscripts reporting the following: • Adventure education across diverse cultures; • Innovative partnerships for experiential education outdoors; • Land management agencies working with adventure education programs; • Leadership and/or management issues and challenges; • Programming advances, participation trends; • Recruitment and retention of diverse staff, workforce enhancement; • Social groups/identity and outdoor spaces (e.g., people of color and outdoor adventure; women in the outdoors—where have we been, where are we going?; LGBTQ trends and future directions; youth and outdoor adventure); • Socioeconomic factors and solutions; • Technology influences and adventure education; • Working with schools/school districts and being in sync with curriculum needs, supporting transportation challenges, etc.
Humanities --- Education --- outdoor adventure education --- social justice --- inclusive praxis --- Outward Bound --- policy --- purposes --- practice --- barriers --- outdoor learning --- outdoor and adventure education --- international perspectives --- comparative --- experiential learning --- transformative learning --- equity --- pedagogy --- whiteness --- gender --- critical theory --- outdoor education --- outdoor skills --- partnership --- outdoor programs --- outdoor education in urban areas --- outdoor recreation --- female empowerment --- single-gender --- adolescent programming --- adolescent girls --- outdoor camp --- girls' camp --- youth development --- treasure hunt --- mobile learning --- geocaching --- smartphone --- educational app --- Lesvos island --- secondary education students --- undergraduate students --- nature-based programs --- ecological framework --- COVID-19 impact --- outdoor adventure education --- social justice --- inclusive praxis --- Outward Bound --- policy --- purposes --- practice --- barriers --- outdoor learning --- outdoor and adventure education --- international perspectives --- comparative --- experiential learning --- transformative learning --- equity --- pedagogy --- whiteness --- gender --- critical theory --- outdoor education --- outdoor skills --- partnership --- outdoor programs --- outdoor education in urban areas --- outdoor recreation --- female empowerment --- single-gender --- adolescent programming --- adolescent girls --- outdoor camp --- girls' camp --- youth development --- treasure hunt --- mobile learning --- geocaching --- smartphone --- educational app --- Lesvos island --- secondary education students --- undergraduate students --- nature-based programs --- ecological framework --- COVID-19 impact
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Food insecurity is a complex ‘wicked’ problem that results from a range of unstable and uncertain physical, social, cultural and economic factors that limits access to nutritious food. Globally, 800 million people are under-nourished, and around 2 billion are overweight/obese or have micronutrient deficiency. These populations are largely positioned in developing countries where disease burden is high and impacts health budgets and productivity. Similarly developed countries, cities and neighbourhoods are experiencing a greater emergence of vulnerable populations. This is in part explained by the change in the food production and manufacturing, the retraction in economic climates, the increase in food price, and in some regions reduced food availability and access.Vulnerable groups include but are not limited to migrant populations, Indigenous people, elderly, pregnant women, those with disability, homeless, young children and youth. Poor nutrition at significant periods of growth and development and during life impact long term health outcomes increasing non-communicable disease prevalence, health cost and reducing economic productivity.
self-esteem --- n/a --- lunch --- energy density --- school performance --- refugees --- dietary patterns --- consumption of fruits and vegetables --- food pantry --- Malaysia --- vulnerable groups --- village chickens --- Social Cognitive Theory --- nutrition education --- Student Assistance Program --- low-income undergraduate students --- children --- abdominal obesity --- livestock --- self-efficacy --- emergency food assistance --- food insecurity --- obesity --- knowledge --- Obesity --- rural populations --- Tanzania --- low-income population --- BMI-for-age --- in-depth interview --- fruit and vegetables --- metabolic syndrome --- malnutrition --- popular restaurant --- nutrition --- school intervention --- rural children --- double burden of malnutrition --- women --- co-design --- challenges --- fat mass --- adolescent health --- welfare home --- training --- adiposity markers --- Orang Asli --- sub-Saharan Africa --- charitable food sector --- food literacy --- place-based --- feeding practices --- child stunting --- dietary quality --- public health --- nutrition security --- socioeconomics --- undernutrition --- primary health care --- HFIAS --- resource-poor settings --- food assistance --- Palestine --- Lebanon --- tertiary education --- infant feeding --- refugee --- animal-source food --- pediatrics --- food security --- low-income --- breastfeeding --- food poverty --- body image --- Indonesia
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This edited volume explores how undergraduate research and research-based teaching is being implemented in countries around the world. Leading educators come together to discuss commonly accepted definitions of undergraduate research, country-specific models and partnerships for student research, university policies and practices to support faculty and staff who engage students in research, and available assessment data that supports the effectiveness of undergraduate research as a means to increase student engagement and academic achievement. As undergraduate research has spread around the world, professors, administrators, and policymakers benefit by learning about other approaches and models of undergraduate research. Nancy H. Hensel was the first President of the New American Colleges and Universities (NACU), as well as the CEO of the Council on Undergraduate Research. She is the author ofCourse-Based Undergraduate Research: Educational Equity and High Impact Practice(2018) along with several other articles and monographs about undergraduate research. Patrick Blessinger is Adjunct Associate Professor of Education at St. John’s University, USA. He is Founder, Executive Director, and Chief Research Scientist of the International Higher Education Teaching and Learning Association (HETL) and serves as an educator with the New York State Education Department, USA.
Higher education. --- International education . --- Comparative education. --- Educational policy. --- Education and state. --- School management and organization. --- School administration. --- Higher Education. --- International and Comparative Education. --- Educational Policy and Politics. --- Administration, Organization and Leadership. --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Education --- Management --- Organization --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Inspection --- Management and organization --- Government policy --- History --- Research. --- Undergraduates. --- Effective teaching. --- Instructional effectiveness --- Teaching effectiveness --- Teaching quality --- Teaching --- Teacher effectiveness --- Undergraduate college students --- Undergraduate students --- Science --- Science research --- Scientific research --- Information services --- Learning and scholarship --- Methodology --- Research teams --- Research
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