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Transforming Academic Culture and Curriculum : Integrating and Scaffolding Research Throughout Undergraduate Education
Institutions across the higher education landscape vary, and each navigates change in its own way.This volume describes how institutions and departments influence the success of structural and cultural transformations to advance curricular reform. A product of the Council on Undergraduate Research Transformations project, a six-year, longitudinal research study funded by the United States National Science Foundation, this text features the goals, strategies, and outcomes that evolved from the experiences at 12 diverse colleges and universities in creating innovative undergraduate curricula and campus cultures that maximize student success.With the goal of achieving departmental transformations in both student learning and academic culture – by backward-designing and scaffolding research into and across undergraduate curricula – editors include scholarly findings, step-by-step guides, and a toolkit section, with plentiful online resources, to help readers develop and execute personalized change processes on their own campuses. Designed to span both theory and practice for departments and institutions to transform undergraduate education to increase student success, this book is vital for all higher education scholars, practitioners, faculty, staff, and leaders interested in creating research-rich curricula and change more broadly. Visit the Council on Undergraduate Research website here: https://www.cur.org/.
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Language and Discipline Perspectives on Academic Discourse
This book represents the physical outcome of the symposium "Academic Voices in Contrast", organised at the University of Bergen, Norway, in May 2006.The symposium, focusing on recent research within the field of academic discourse, was initiated and organised by the KIAP project (Cultural Identity in Academic Prose; see www.uib.no/kiap/).In this project, a special focus has been put on the study of the voice(s) of the academic author, in the doubly contrastive perspective of language and discipline.A narrow selection of distinguished scholars were invited to participate at the symposium.They were asked to address issues related to "traditional" linguistic versus contextual approaches or to interlingual and interdisciplinary similarities and differences in academic discourse.By the papers of the following, the symposium and the present book constitute a clear advancement of the research on academic discourse: M.A. A. Ariza, L. Berge, M. Bondi, S. V. Bonn, S. Carter-Thomas, T. Dahl, K. Flottum, A. M. Gjesdal, F. Grossmann, K. Hyland, T. Kinn, L. Lundquist, A. Mauranen, M. Pabon, E. Rowley-Jolivet, F. Salager-Meyer, P. Shaw, J. M. Swales, J.L. Tonnesson, E. T. Vold, F. Wirth.
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Academic Misfits: Questioned Belongings in Higher Education
Academic Misfits: Questioned Belongings in Higher Education presents powerful narratives, exploring the experiences of academics who want their voices to be heard.It highlights aspects of the academic world that need to be and should be changed to allow for more equitable experiences. Internationally placed contributors share personal stories of the various ways they have been made to feel out of place in the career path of academia, including accounts of discrimination, careerism, injustices, and the weight of bureaucracy.This book will connect individuals with shared experiences, helping others find comfort, strength, and community in their feelings of misfitting.The authors advocate for more inclusion and independence within academia, where individuals aren’t forced into categories and are instead given the freedom to think differently and focus on the value they can bring. This book is for all those involved in academia, especially those interested in a future that does not eject talented individuals because they might not fit in.Established field experts are encouraged to foster and take part in developing a sustainable and accepting research environment while doctoral students and PhD candidates are empowered to challenge the barriers, limits, and unfair treatment that is the status quo.
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Academic Language in Diverse Classrooms: Definitions and Contexts
Ensure your school speaks the language of success! With the rigorous content of College and Career Readiness standards, academic language use has moved to the forefront of educational priorities.School leaders and teachers must ensure that academic language becomes the focus of new curricula, instruction, and assessment, with special attention to linguistically and culturally diverse students. The author’s six-book series on academic language is already the definitive resource on the topic.This companion volume provides a concise, thorough overview of the key research concepts and effective practices that underlie the series.Including: Definitions and examples of the dimensions of academic language. A step-by-step template to incorporate academic language use into plans for student learning. Graphic models that illustrate the construct of academic language and its classroom application. Language is the most fundamental building block of education.Be sure your school is as strong as it can be with this indispensable book. "This book brings language learning in the classroom alive! Against a backdrop of new standards, the authors skillfully take the reader through detailed vignettes of classroom practice that support students’ development of academic language, while at the same time discussing why the practice is effective." —Margaret Heritage, Assistant Director for Professional Development National Center for Research on Evaluation, Standards and Student Testing (CRESST) at UCLA
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How can one learn academic language?
One can learn academic language by immersing themselves in academic materials such as textbooks, research articles, and scholarly journals. It is also helpful to practice writing and speaking in an academic style, using formal language and proper grammar. Additionally, seeking feedback from teachers, professors, or peers can help improve academic language skills. Finally, actively expanding one's vocabulary and understanding of complex concepts will also contribute to mastering academic language.
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What is the difference between academic language and technical language?
Academic language refers to the formal language used in educational settings, such as in textbooks, lectures, and scholarly articles. It is characterized by its complexity, precision, and formality, and is used to convey complex ideas and concepts. On the other hand, technical language is specific to a particular field or profession and is used to communicate specialized knowledge and information. It is often characterized by its jargon, terminology, and specificity, and is used to convey technical details and procedures within a specific discipline. While academic language is more general and can be applied across different disciplines, technical language is more specialized and specific to a particular field.
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What academic literature is available on gender-neutral education?
There is a growing body of academic literature on gender-neutral education, which focuses on creating an inclusive and equitable learning environment for all students regardless of their gender identity. This literature explores various aspects of gender-neutral education, including curriculum development, classroom practices, teacher training, and the impact on student outcomes. Researchers have also examined the challenges and opportunities of implementing gender-neutral education in different cultural and educational contexts. Overall, the academic literature on gender-neutral education provides valuable insights and guidance for educators and policymakers seeking to promote gender equality and diversity in schools.
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What is the difference between vocational and academic education?
Vocational education focuses on providing students with specific skills and training for a particular trade or occupation, such as carpentry, nursing, or automotive repair. It is more hands-on and practical, preparing students for immediate entry into the workforce. Academic education, on the other hand, emphasizes a broader range of subjects and is geared towards developing critical thinking, analytical, and research skills. It typically leads to a degree and is often a prerequisite for pursuing higher education or professional careers in fields such as law, medicine, or engineering.
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Academic Writing and Referencing for your Education Degree
If you are embarking on a university-based education degree, including initial teacher training, the books in this series will help you acquire and develop the knowledge, skills and strategies you need to achieve your goals.They provide support in all areas important for university study, including institutional and disciplinary policy and practice, self-management, and research and communication.Tasks and activities are designed to foster aspects of learning which are valued in higher education, including learner autonomy and critical thinking, and to guide you towards reflective practice in your study and work life. Academic Writing and Referencing for your Education Degree provides you with a sound knowledge and understanding of:what constitutes good academic writing in educationa range of strategies for writing successful essays and reportsthe importance of clarity and coherence in your writing about educationhow to improve your academic style, grammar and punctuation, and formatting and presentationreferencing conventions in the field of education, and of how to avoid plagiarism.
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Teaching Academic Writing : A Toolkit for Higher Education
Student academic writing is at the heart of teaching and learning in higher education.Students are assessed largely by what they write, and need to learn both general academic conventions as well as disciplinary writing requirements in order to be successful in higher education. Teaching Academic Writing is a 'toolkit' designed to help higher education lecturers and tutors teach writing to their students.Containing a range of diverse teaching strategies, the book offers both practical activities to help students develop their writing abilities and guidelines to help lecturers and tutors think in more depth about the assessment tasks they set and the feedback they give to students.The authors explore a wide variety of text types, from essays and reflective diaries to research projects and laboratory reports.The book draws on recent research in the fields of academic literacy, second language learning, and linguistics.It is grounded in recent developments such as the increasing diversity of the student body, the use of the Internet, electronic tuition, and issues related to distance learning in an era of increasing globalisation. Written by experienced teachers of writing, language, and linguistics, Teaching Academic Writing will be of interest to anyone involved in teaching academic writing in higher education.
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Teaching Academic Writing for EAP : Language Foundations for Practitioners
This book bridges the gap between theory and practice in the teaching of academic writing within English for Academic Purposes (EAP).Reviewing existing research on the language of academic writing and drawing respective pedagogical implications, the book focuses on the key issues of theoretical frameworks relevant to teaching academic writing, core written academic genres, the integration of language and content, textual organization and interaction, and formative feedback on writing.The author richly illustrates its key themes with authentic examples from student and expert writing, points out common myths and controversies in the teaching of academic writing, and identifies gaps in current research.To demonstrate how theoretical knowledge on academic writing can be applied in teaching practice, Milada Walková provides examples of suggested teaching activities for a variety of learner levels and contexts.The book serves as a comprehensive yet accessible resource for both novice and experienced EAP practitioners involved in the teaching and scholarship of academic writing.
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Academic Practice : Developing as a Professional in Higher Education
This book gives a broad overview of the issues faced by early career academics and explores a variety of topics from curriculum planning to employability.Fully updated throughout, key features of this second edition include:Two new chapters on HE assessment and becoming a supervisorNew case studies in every chapterWhat 'the TEF' means for universities This is essential reading for higher education faculty undertaking professional development courses, such as the PG Certificate in Academic Practice (PGCAP), the PG Certificate in Teaching and Learning in Higher Education (PGCTLHE/PGHE) and related courses, and also for early career academics wishing to deepen their understanding of contemporary higher education.
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Which academic subjects involve a lot of mathematics but no technology?
Subjects like pure mathematics, theoretical physics, and certain branches of philosophy often involve a lot of mathematics but minimal or no technology. These disciplines rely on mathematical principles and reasoning to explore abstract concepts and theories without the need for technological tools or applications. The focus is on developing mathematical theories and proofs rather than utilizing technology for practical applications.
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Can the training be shortened due to prior academic education?
The length of training can potentially be shortened for individuals with prior academic education that is relevant to the training program. If a person has already acquired knowledge and skills that are similar to those covered in the training, they may be able to demonstrate their proficiency and potentially bypass certain portions of the training. However, this would depend on the specific training program and the institution offering it. It's important for individuals with prior academic education to inquire with the training program or institution about the possibility of shortening the training based on their prior education.
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Can the training be shortened due to previous academic education?
The length of training can potentially be shortened for individuals with previous academic education that is relevant to the field they are training in. If a person has already acquired knowledge and skills that align with the training program's requirements, they may be able to skip certain modules or progress through the training at a faster pace. However, this would ultimately depend on the specific training program and the institution's policies regarding exemptions or credit transfers based on prior education.
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Is social work as a non-academic education an alternative?
Yes, social work as a non-academic education can be a valuable alternative for individuals who are passionate about helping others but may not have the means or desire to pursue a traditional academic path. Non-academic social work programs often provide hands-on training, practical skills, and real-world experience that can be just as valuable as a formal degree. These programs can be more accessible, flexible, and cost-effective for those looking to enter the field of social work. However, it's important to research and ensure that the non-academic program is reputable and recognized within the social work community.
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