A simple e-mail mechanism to enhance reflection, independence, and communication in young researchers     

Campbell AM  Lom B 《CBE life sciences education》2006,5(4):318-322

Providing undergraduates with mentored research experiences is a critical component of contemporary undergraduate science education. Although the benefits of undergraduate research experiences are apparent, the methods for mentoring young scientists as they first begin navigating the research lab environment are reinvented in labs all over the world. Students come to research labs with varied skills, motivations, needs, and dispositions, placing each student and mentor in a unique relationship. How can we help students become aware of their own intellectual progress? How can we encourage our students to take initial steps toward independent investigation? When do we need to let setbacks happen? We have developed a simple mechanism to address these common problems. Each week, students in our labs answer a series of five questions by e-mail that improve lab communication and help students develop into mature scientists without taxing an instructor's already busy schedule. Our observations, experiences, and student feedback indicate that this approach is a useful mechanism to help faculty who mentor young scientists in the research lab.  相似文献   

Do League Tables Contribute to the Development of a Quality Culture? Football and Higher Education Compared     

Malcolm Tight 《Higher Education Quarterly》2000,54(1):22-42

The increasing use of league tables to summarise the relative performance of universities suggests an explicit analogy with association football. The extent to which this analogy is useful is explored through a comparison between the operation of the Premier and Nationwide Football Leagues and Universities and Colleges in England and Wales. This comparison considers issues such as what the league tables actually measure, how performance is linked to rewards or penalties, what mechanisms are available for improving performance, and what similarities there are between the locations of more or less successful football clubs and universities.  相似文献   

Learning by Seeing: The TEMAS Multimedia Learning Objects for Civil Engineers     

Michael Crawford  Malcolm H. Field 《TechTrends》2008,52(5):17-21

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Waiting for Rain   总被引：1，自引：1，他引：0  

Malcolm Reed 《Changing English: An International Journal of English Teaching》2009,16(2):137-147

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A perplexed story   总被引：1，自引：1，他引：0  

Malcolm Reed 《Changing English: An International Journal of English Teaching》2006,13(2):197-209

This piece of life‐story—or, to give it its grand title, auto‐ethnographic research—owes its initial impetus in becoming a written project to a photograph someone took of me in a London secondary school staffroom early on in my teaching career. The young man in the photograph peers out at me from my office wall. Sometime last year, he began to compel me to dig around in filing cabinets for the journals, occasional poems and other dusty relics of a teaching life; it seems he has helped me to recollect the social and historical experiences that have affected my development.  相似文献   

It's installed ... now get on with it! Looking beyond the software to the cultural change     

Malcolm Bell  Wendy Bell 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(4):643-656

This case study looks at the lessons learned from the ultimately successful implementation of the Blackboard Managed Learning Environment at Northumbria University and explores how these are now being applied to the matching implementation at a local further education college, which we are supporting. The study identifies key aspects that emerged from Northumbria's experience—the application of models of innovation from both educational and business worlds, the need to take account of the impact of cultural change, the need for effective staff development for all stakeholders, the need for a ‘road map’ for the development, and the need for ongoing dialogue with clients (staff) and customers (students). It reflects upon how Northumbria's approach has led to the emergence of a learning organisation that is adaptive and responsive and how a business approach can be applied to higher and further education innovations.  相似文献   

Bridging the Gaps between English, Drama and Music     

Malcolm John 《English in Education》1969,3(2):30-37

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Report on the Modalities of External Evaluation of Higher Education in Europe: 1995‐1997     

Malcolm Frazer 《Higher Education in Europe》1997,22(3):349-401

Several elements make up this report. It begins with a study of policy issues concerning academic quality assessment and accreditation based primarily on a questionnaire sent to thirty‐eight European countries, interviews with key individuals in the field, and a bibliography of pertinent professional literature. The questionnaire is itself reproduced along with a synthesis of the answers received. A short listing of general conclusions suggests that there should be greater agreement on the meaning of terms and on the role and place of autonomy in the structuring of evaluation systems. Also, some suggestions are made in regard to possible roles for CEPES in the area of quality assurance and assessment. A substantial bibliography is provided.  相似文献   

Philanthropy and the internationality of Learning: The Rockefeller Foundation and national socialist Germany     

Malcolm Richardson 《Minerva》1990,28(1):21-58

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From ideal to real: Understanding the development of new educational settings     

Malcolm A. Levin  Roger I. Simon 《Interchange》1974,5(3):45-54

Summary and Conclusion In this paper we presented a framework for viewing the development of new educational settings. We also postulated the necessity of two conditions for the creation of a coherent self-renewing educational program: the development of a community, especially in a linguistic sense, and on-going practical dialog that defines and redefines the setting over time in light of collective action and experience. In doing so, we took the position that educational program and program development mean something more than what is implied in most theories of organizational and program development. We argued that a collection of educational activities constitutes a program only when the activities are grounded in a commonly perceived core of beliefs and values about what is and what ought to be.Clearly, we have only begun to sketch out the nature and operation of the processes by which a new educational setting evolves and develops into an organization. We need to know why development and growth through the application of the dialectic are typically not present in new programs. Our future research efforts are oriented in this direction and we hope that by setting forth our tentative ideas at this point we may encourage others to react to them and perhaps to pursue a similar line of inquiry.OISE  相似文献