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"Course Correction engages in deliberation about what the twenty-first-century university needs to do in order to re-find its focus as a protected place for unfettered commitment to knowledge, not just as a space for creating employment or economic prosperity. The university's business, Paul W. Gooch writes, is to generate and critique knowledge claims, and to transmit and certify the acquisition of knowledge. In order to achieve this, a university must have a reputation for integrity and trustworthiness, and this, in turn, requires a diligent and respectful level of autonomy from state, religion, and other powerful influences. It also requires embracing the challenges of academic freedom and the effective governance of an academic community. Course Correction raises three important questions about the twenty-first-century university. In discussing the dominant attention to student experience, the book asks, "Is it now all about students?" Secondly, in questioning "What knowledge should undergraduates gain?" it provides a critique of undergraduate experience, advocating a Socratic approach to education as interrogative conversation. Finally, by asking "What and where are well-placed universities?" the book makes the case against placeless education offered in the digital world, in favour of education that takes account of its place in time and space."--

Education, Higher --- Aims and objectives. --- Philosophy. --- academic freedom. --- autonomy. --- college. --- digital learning. --- higher education. --- history of the university. --- role of the university. --- student experience. --- undergraduate education. --- university governance. --- university. --- virtual education.

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This paper uses a combination of survey questions to instructors and data collected from course syllabi and examinations to examine how the subject of development economics is taught at the undergraduate and masters levels in developing countries, and benchmark this against undergraduate classes in the United States. The study finds that there is considerable heterogeneity in what is considered development economics: there is a narrow core of only a small set of topics such as growth theory, poverty and inequality, human capital, and institutions taught in at least half the classes, with substantial variation in other topics covered. In developing countries, development economics is taught largely as a theoretical subject coupled with case studies, with few courses emphasizing data or empirical methods and findings. This approach contrasts with the approach taken in leading U.S. economics departments and with the evolution of development economics research. The analysis finds that country income per capita, the role of the state in the economy, the education level in the country, and the involvement of the instructor in research are associated with how close a course is to the frontier. The results suggest there are important gaps in how development economics is taught.

Development economics --- Economic theory & research --- Education --- Effective schools & teachers --- Knowledge transfer --- Labor policies --- Macroeconomics and economic growth --- Poverty reduction --- Pro-poor growth --- Social protections and labor --- Tertiary education --- Undergraduate education

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Forging closer links between university research and teaching has become an important way to enhance the quality of higher education across the world. As student engagement takes centre stage in academic life, how can academics and university leaders engage with their students to connect research and teaching more effectively? In this highly accessible book, the contributors show how students and academics can work in partnership to shape research-based education. Featuring student perspectives, it offers academics and university leaders practical suggestions and inspiring ideas on higher education pedagogy, including principles of working with students as partners in higher education, connecting students with real-world outputs, transcending disciplinary boundaries in student research activities, connecting students with the workplace, and innovative assessment and teaching practices. Written and edited in full collaboration with students and leading educator-researchers from a wide spectrum of academic disciplines, this book poses fundamental questions about learning and learning communities in contemporary higher education.

Education --- Adult education, continuous learning --- Philosophy & theory of education --- Moral & social purpose of education --- Multicultural education --- Organization & management of education --- Curriculum planning & development --- Higher & further education, tertiary education --- Colleges of further education --- Colleges of higher education --- teaching --- learning --- research --- education --- higher education --- Curriculum --- Pedagogy --- Reality --- Student --- Undergraduate education --- University College London

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This book is devoted to the teaching and learning of fluid mechanics. Fluid mechanics occupies a privileged position in the sciences; it is taught in various science departments including physics, mathematics, mechanical, chemical and civil engineering and environmental sciences, each highlighting a different aspect or interpretation of the foundation and applications of fluids. While scholarship in fluid mechanics is vast, expanding into the areas of experimental, theoretical and computational fluid mechanics, there is little discussion among scientists about the different possible ways of teaching this subject. We think there is much to be learned, for teachers and students alike, from an interdisciplinary dialogue about fluids. This volume therefore highlights articles which have bearing on the pedagogical aspects of fluid mechanics at the undergraduate and graduate level.

Technology: general issues --- fluid dynamics education --- damped pendulums --- fluid drag --- fluid-structure interaction --- computational fluid dynamics --- outcomes competences --- hydraulic engineering --- hydraulic teaching --- active methodology --- droplet impact --- undergraduate education --- applications of fluids --- vortex formation length --- wake --- vortex shedding --- practical engineering education --- fluid mechanics --- learning and teaching --- laboratories --- data assimilation --- variational and sequential methods --- Kalman filtering --- forward sensitivity --- measurements fusion --- reduced order models --- quasi-geostrophic equations --- closure models --- Navier-Stokes equations --- Leray-Hopf weak solutions --- existence --- inquiry-based instruction --- science education --- teaching-learning sequences --- didactic transformation --- primary level --- CFD --- Julia --- Blasius --- Hiemenz --- Homann --- Falkner–Skan --- boundary-layer --- open water tank --- education --- n/a --- Falkner-Skan

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This Special Issue, “Mapping Indigenous Knowledge in the Digital Age”, explores Indigenous engagement with geo-information in contemporary cartography. Indigenous mapping, incorporating performance, process, product, and positionality as well as tangible and intangible heritage, is speedily entering the domain of cartography, and digital technology is facilitating the engagement of communities in mapping their own locational stories, histories, cultural heritage, environmental, and political priorities. In this publication, multimodal and multisensory online maps combine the latest multimedia and telecommunications technology to examine data and support qualitative and quantitative research, as well as to present and store a wide range of temporal/spatial information and archival materials in innovative interactive storytelling formats. It will be of particular interest to researchers engaged in studies of global human and environmental connection in the age of evolving information technology.

transdisciplinary research --- knowledge dialog --- participatory mapping --- qualitative analysis --- community-based management --- Dawes --- allotment --- GIS --- map --- automation --- PLSS --- geographic information systems --- reservation --- indigenous --- Standing Rock --- community mapping --- learning community --- natural resources management --- Cyberatlas --- Native Americans --- first nations --- historic cartography --- toponymy --- Indigenous maps --- indigital --- undergraduate education --- native science --- Inuinnait --- Inuinnaqtun --- cybercartography --- digital return --- multi-media cartography --- digital heritage --- native guidance system --- Lençóis Maranhenses region --- Maranhão coast --- traditional communities --- Cybercartographic Atlas --- indigenous mappings --- decolonial cartography --- mythical spaces and indigenous orientations --- sky map --- collaborative work --- Pa Ipai --- Baja California --- Mexico --- mapping --- reconciliation --- art --- digital pedagogy --- reflexivity --- Cybercartography --- GIAMedia --- FOSS --- intercultural literacy --- n/a --- Lençóis Maranhenses region --- Maranhão coast