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蔡元培与郭秉文办学思想比较 总被引：1，自引：0，他引：1
蔡元培与郭秉文是我国近代史上著名的教育家,对我国现代大学学制的建立与完善、高等教育事业发展以及社会文化的进步都做出了巨大的贡献。他们分别在北京大学与东南大学的改革活动,使得这两所大学迅速崛起并成为中国近代史上的著名学府,他们的教育理念和办学实践也成为我国高等教育史上的卓越典范。通过论述了他们的办学思想渊源,对比他们在大学理念、学校管理、人才培养、学科建设、师资力量、校园文化以及学术交流等方面的思想差异与共同点,以挖掘对我国当代大学建设和发展应有的启发意义。 相似文献
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Gloria Napper-Owen 《Quest (Human Kinetics)》2013,65(3):131-140
Amy Morris Homans had a vision that graduates of the Boston Normal School of Gymnastics and Wellesley College would make physical education a well-respected profession. The professional preparation received by her students equipped them to be educators, administrators, and future leaders of physical education. The purpose of this essay is to examine the socialization process that doctoral students in kinesiology experience as they prepare for their roles as future faculty in higher education. New faculty members quickly discover that they must be more productive than their predecessors, and they must possess broader talents to meet the societal expectations placed on university faculty. Three simultaneous socialization processes will be discussed: the role of the graduate student, the roles and way of life of faculty in higher education, and into the discipline. How can doctoral faculty better prepare future faculty to meet the expectations of the tenure and promotion process? Strategies by which the doctoral experience may be reformed to improve doctoral socialization are provided. 相似文献
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Karin J. Spencer Liora Pedhazur Schmelkin 《Assessment & Evaluation in Higher Education》2002,27(5):397-409
The research on student ratings of instruction, while voluminous, has had minimal focus on the perceptions of the students who do the ratings. The current study explored student perspectives on course and teacher ratings as well as some issues related to teaching effectiveness and faculty roles. It was found that students are generally willing to do evaluations and to provide feedback, and have no particular fear of repercussions. However, they have little confidence that faculty or administrators pay attention to the results, and do not even consult the ratings themselves. The students view teaching and advising as the most important roles that should be played by faculty, yet project that faculty, while also viewing teaching as the most important, would rank research above the more student-interactive advising. Canonical correlations among various scales reveal a strong emphasis on such issues of the importance of faculty respect for student views. 相似文献
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《Journal of Teaching in Social Work》2013,33(1-2):89-110
ABSTRACT Although frequently challenging, faculty advising continues to be a crucial component of social work education. Yet the current diversity of students, educational programs, and field placements present many ethical dilemmas to the faculty advisor. This paper explores the administrative, educational, and supportive roles of the faculty advisor, the inherent conflicts which develop and the effects of these conflicts on the ethical advising of social work students. Similar to the classroom teacher, the faculty advisor can positively model ethical social work practice to students. Case examples from faculty advisors are used to study ethical dilemmas which arise in promoting social work values of self-determination and confidentiality. Recommendations are made to promote ethical practice among faculty advisors. 相似文献
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Christopher R. Capsambelis 《Journal of Criminal Justice Education》2013,24(1):113-127
More criminal justice students are interested in a career in physical evidence collection. Oftentimes faculty have limited knowledge of the subject, which undermines their efforts to advise students on how to secure such a position. Additionally, because crime scene technicians have traditionally learned the position through “on-the-job” training, few academic programs exist designed to provide this education and training. This paper provides an overview of the development of a college-level degree program that will prepare individuals for careers as crime scene technicians and gives faculty a basis for advising students about this career option. 相似文献
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Ron W. Wilhelm Madge T. Craig Rebecca J. Glover Diane D. Allen Jane B. Huffman 《Innovative Higher Education》2000,24(4):265-278
Five junior scholars, representing two departments and four program areas in the College of Education at the University of North Texas, committed themselves to a long-term, systematic, research-based learning program in order to further their knowledge and skills as qualitative researchers. In this essay, this community of learners describes their collaborative efforts to develop more effective skills in one method of qualitative research, in-depth, oral history interviewing. Through their cross-discipline, research-based, faculty development model, the authors offer helpful direction to other higher education faculty who seek to improve their ability to conduct and also to guide students in qualitative investigations. 相似文献
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The primary purpose of this study was to identify any significant relationships between a measure of faculty interest in counseling activities (PAICT) and nine selected student advising experiences. The research setting was a community college of 12,047 students. A stratified, random sample of full-time faculty was selected to complete the PAICT measure, and a cluster random sample of their students were used to obtain self-reported experiences of the advising activities. Only 11% of the variance was accounted for between the faculty PAICT scores and the self-reported advising experiences of their students. There was 17% of the variance accounted for between faculty PAICT scores and eight personal characteristics of their students. The findings indicate that the faculty interest in advising does not affect the way students are advised. 相似文献
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纵观西方博士教育研究史,教师指导是促进博士生学术成长的关键因素。学界研究大体聚焦在博士生指导的意义、指导关系与师生互动以及指导风格几个方面,并从学术社会化、专业发展等理论进行解释。未来研究可尝试结合知识生产、学术职业来分析博士生指导问题,并沟通政策文本与指导实践,为比较教育研究提供对情境与过程、结构与行动之间更系统和理论化的理解。 相似文献
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Dorie J. Gilbert Mary Lehman Held Janet L. Ellzey William T. Bailey Laurie B. Young 《European Journal of Engineering Education》2015,40(3):256-266
This article reviews the literature on challenges faced by engineering faculty in educating their students on community-engaged, sustainable technical solutions in developing countries. We review a number of approaches to increasing teaching modules on social and community components of international development education, from adding capstone courses and educational track seminars to integrating content from other disciplines, particularly the social sciences. After summarising recent pedagogical strategies to increase content on community-focused development, we present a case study of how one engineering programme incorporates social work students and faculty to infuse strategies for community engagement in designing and implementing student-led global engineering development projects. We outline how this interdisciplinary pedagogical approach teaches students from the two disciplines to work together in addressing power balances, economic and social issues and overall sustainability of international development projects. 相似文献
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叶川 《连云港教育学院学报》2013,(1):91-95
教育国际化是当今世界各国高校的共识。以连云港师范高等专科学校为例,探讨连云港的地域优势、文化底蕴及城市发展定位,以及学校应尽快拓展留学生市场的必然性,从开展招生宣传、优化留学环境、完善奖学金制度、整合师资力量及发挥学科优势、完善留学生培养机制、规范后勤管理制度六个方面提出了具体对策。学校发展来华留学生教育具有潜在效益,应抢抓机遇、趁势而上,发挥自身后发优势,实现跨越式的发展。 相似文献
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Gary D. Koppenhaver Virginia L. Blackburn Kay M. Palan Sue Ravenscroft Charles B. Shrader 《Decision Sciences Journal of Innovative Education》2007,5(2):375-381
This project directly involved students in two different models of instructional development. The first model was a Student Consultant program in which faculty selected from a menu of instructional services carried out by students. Typical services included attending class as impartial observers, soliciting feedback from other students on their learning experiences, videotaping class sessions, and evaluating course Web sites. The second model of instructional development was a program of student‐assisted teaching seminars for college faculty. Student Associates helped serve as panelists and facilitators. Assessments of attitudes toward teaching indicated that faculty members viewed both professors and students as collaborators in the classroom as a result of the seminar series. 相似文献
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Faculty-student interaction is critical for quality undergraduate education. Faculty mentorship provides concrete benefits for students, faculty members, and institutions. However, little is known about the effect of institutional context on mentorship. Using data from interviews of 98 faculty at five different California State University institutions, we examined faculty motivations and institutional supports and barriers to mentoring as it occurs outside of formalized programs. We argue that this type of mentoring is distinct from advising and teaching and constitutes extra-role behavior. Further, institutional norms and the culture of the academic profession often hinder mentorship. Implications for policy and practice are discussed. 相似文献
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传统高校教师眼中的网络教育:机遇与挑战 总被引：1，自引：0，他引：1
本研究旨在了解当前传统高校教师眼中网络教育的机遇与挑战问题。结果表明,传统高校教师对网络教育可能带来的一些机遇表示了积极认同的态度,对所列举的三十项影响网络教育发展的挑战因素,教师们的认同程度有轻有重。基于结果,本研究提出今后中国网络教育建设过程中战略认识、激励与培训以及系统研究的重要性。 相似文献
16.
Shang Hongjuan 《Chinese Education & Society》2018,51(4):282-293
AbstractAs learning institutions, U.S. universities aim to provide abundant learning opportunities to fulfill students’ right to learn. Undergraduate education is considered an important component of lifelong learning and aims to enable students to “learn how to learn.” During the undergraduate stage, schools pay special attention to cultivating students’ critical thinking and curiosity, emphasizing five core competencies in writing, reading, research, quantitative analysis, and communication. They use summer reading, undergraduate research, seminars, learning communities, and academic advising as platforms to expand students’ learning experiences, especially those of first-year students. They encourage students to innovate and start their own businesses, and promote equal access to education, thereby strengthening student retention and successful graduation. 相似文献
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Higher education institutions are ever more interested in the development of tools that enable them to evaluate and manage the expectations of their students with the purpose of attracting and keeping them satisfied. This research compares what the faculty believes the students expect from a higher education institution with the expectations of students entering higher education. A quantitative study was performed with students from a higher education institution through the application of a questionnaire covering 32 different expectations. The perceptions of the faculty were also collected through the same questionnaire, suitably adapted. The results of the investigation demonstrated differences in thinking between students and professors, with 19 variables representing student expectations that showed statistically significant mean differences. In 13 variables the students had greater expectations than the faculty believed, while for six variables the faculty indicated higher expectations than the students declared. Identifying the existence of this gap in knowledge will allow the higher education institution to adjust its services to the expectations of students, leading them to greater satisfaction. 相似文献
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This paper is a summary of a study of the marginal costs of graduate instruction in a large public research university, and draws implications for financing foreign enrollments. The major finding is that because the teaching costs directly facing faculty differ from their budgetary rewards for instruction, faculty have the means to support basic research and to give aid to the most desired students, including foreigners. We also found that faculty members' marginal costs of classroom instruction are generally low. While advising is costly, it has offsetting benefits, especially in the laboratory sciences. The costs of instructing and advising foreign and domestic students are equal. 相似文献