Accelerating Systemic Change in Higher Education

Long Description:
This volume of Transforming Institutions follows from and builds on its predecessor of five years ago (Weaver et al., 2015) with a mix of case studies, models, and analyses. The authors and editors provide key perspectives for advancing change initiatives in higher education and STEM education. The Transforming Institutions conferences and book series began with the first convening in 2011 at Purdue University, organized by the Discovery Learning Research Center (DLRC), and continues with the 2019 and 2021 Transforming Institutions Conferences. The meeting sought then, as it still does, to bring together researchers, academic leaders, national organizations and funding agency representatives to discuss the practical aspects of changing institutional practices to align with the large body of evidence in the field. The editors and authors of this volume consider this work to be a beginning and hope it will be a call to action for every reader.

See more at: https://ascnhighered.org/ASCN/ti_19_book.htm

Word Count: 113269

ISBN: 9798565063523

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Documents relatifs au travail d'étudiants en équipe ou en groupe :APP / projet : Évaluation globale du travail en équipeAPP / projet : Analyse du travail en équipe et résolutions 

Jogo de tabuleiro, educativo para uso em espaços formais e não formais de ensino para divulgação científica sobre morcegos.

Documents en rapport avec l'exercice de la fonction de tuteur en apprentissage actif en petits groupes tutorés : Grille d'observation Une grille pour guider l'observation de tuteurs en fonction et leur fournir une rétroaction pertinente

Word Count: 41451

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

The OER Implementation Collection is a companion to the UNC digital course enhancement collections. It was developed for faculty, instructors, and librarians in the UNC System by open educational resources (OER) experts from NC State University, East Carolina University, UNC Greensboro, UNC Charlotte, North Carolina A&T, University of North Carolina School of the Arts, and UNC Chapel Hill.

The collection gathers reliable open resources and provides videos of presentations from authoritative speakers to answer the most frequent questions faculty ask about how and why to use OER in their courses. The OER Implementation Collection will provide a guide to finding and using OER for faculty and instructors who are interested in working with the UNC digital course enhancement collections and using other open educational resources in their teaching.

After using this collection, participants will:

Understand what OER are

Describe how OER benefit students and faculty

Find OER that are relevant for their courses

Determine quality and value of OER that they find

Adapt existing OER to fit their courses

Learn how to create their own OER

Word Count: 16297

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Re-Envisioning Participation in 19th-Century Studies

Word Count: 47285

Included H5P activities: 12

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

Short Description:
Le guide de la Grande Transition présente les apports de toutes les disciplines en un socle unique de connaissances et de compétences organisé selon une dynamique de mise en transition. Les apports sont ainsi amenés à travers six grandes portes. Six champs complémentaires d’un questionnement provoqué par le bouleversement en cours de notre milieu de vie. Six portes qui ouvrent chaque fois sur un passage à l’action.

Long Description:
Comment transformer notre façon de penser et d’agir pour la transition écologique et sociale, et donc l’éducation et la formation qui l’accompagnent ? Comment accompagner les institutions et les enseignants dans cette révolution nécessaire de l’enseignement supérieur en France ?

La transition écologique et sociale est un enjeu majeur et un défi inédit posé aux générations actuelles et futures. La préservation de notre planète et du vivant sous toutes ses formes impose un nouveau paradigme : une manière d’agir et de penser le monde radicalement différente de ce à quoi nous avons été jusqu’ici culturellement habitués. Pour appréhender ce changement profond ainsi que la complexité des enjeux qui sous-tendent la conduite de la transition écologique et sociale, l’éducation et la formation sont indispensables.C’est la raison d’être de ce Manuel de la Grande Transition : accompagner les acteurs de l’enseignement supérieur et de l’éducation dans cette transformation en leur fournissant des outils théoriques et pratiques innovants.

Le Manuel de la Grande Transition présente les apports de toutes les disciplines en un socle unique de connaissances et de compétences organisé selon une dynamique de mise en transition. Les apports sont ainsi amenés à travers six grandes portes. Six champs complémentaires d’un questionnement provoqué par le bouleversement en cours de notre milieu de vie. Six portes qui ouvrent chaque fois sur un passage à l’action.

Cet ouvrage s’adresse à tous les publics, enseignants comme étudiants. Avec son parcours libre en 6 portes, il ne propose pas le plan de cours d’un nouvel enseignement qui s’ajoute aux autres. Il ne passe pas en revue chaque discipline pour en proposer successivement des mises à jour. Plus qu’aucun autre, le défi de la grande transition a besoin de cohérence systémique et de mise en action.

Dans la théorie des systèmes, le terme de « Grande Transition » désigne un processus de transformation au cours duquel un système passe d’un régime d’équilibre dynamique à un autre. Dans le contexte écologique et social, parler de transition consiste donc à chercher à passer d’une situation contemporaine marquée par des trajectoires insoutenables à un état des sociétés caractérisé par la soutenabilité et l’équité, vis-à-vis des générations présentes comme des générations futures.

Derrière tous ces objectifs qui sont devant nous, de multiples questions se posent : comment assurer ces passages à partir de réalités marquées par le réchauffement climatique, la destruction du vivant, la pauvreté, les inégalités, les conflits pour l’appropriation de ressources, les incertitudes ?

La « Grande Transition » est donc systémique : à la fois écologique, sociale, économique, culturelle, politique, citoyenne…, elle se veut également « juste ».

Le Manuel de la Grande Transition veut accompagner les acteurs de l’enseignement supérieur, de l’éducation et de la société civile dans cette transformation en leur fournissant des outils théoriques et pratiques innovants et applicables dans leur futur quotidien professionnel et personnel.

Word Count: 35979

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

I. Building the Pre-Professional ExperienceII. Professional AssociationsIII.  Professional Development/NetworkingIV.  Developing Job Search DocumentsV.  Professional Portfolio

Short Description:
The Universal Design for Learning (UDL) for Inclusion, Diversity, Equity, and Accessibility (IDEA) project was a collaboration between 10 universities and colleges across Ontario to develop a 6-module open educational resource for post-secondary educators to help them understand their responsibilities under the Accessibility for Ontarians with Disabilities Act (AODA). It will help instructors and others to incorporate principles of UDL and considerations of EDI and Indigenisation in their learning environments.

Long Description:
The Universal Design for Learning (UDL) for Inclusion, Diversity, Equity, and Accessibility (IDEA) project was a collaboration between 10 universities and colleges across Ontario to develop a 6-module open educational resource for post-secondary educators. The open courseware provides educators with an introduction to Universal Design for Learning, the responsibilities of educators under the Accessibility for Ontarians with Disabilities Act (AODA) and the Ontario Human Rights Code, considerations for equity, diversity and inclusion in educational settings, and Indigenous pedagogies and their relationship to UDL. The resource is designed as an accessible entrance point for all PSE educators and an invitation to learn more about these critically important topics. It is also designed to be used as the basis for local training professional development on these topics, which may be recognised in many ways, including as a microcredential.

Word Count: 16890

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
The Universal Design for Learning (UDL) for Inclusion, Diversity, Equity, and Accessibility (IDEA) project was a collaboration between 10 universities and colleges across Ontario to develop a 6-module open educational resource for post-secondary educators to help them understand their responsibilities under the Accessibility for Ontarians with Disabilities Act (AODA). It will help instructors and others to incorporate principles of UDL and considerations of EDI and Indigenisation in their learning environments.

Long Description:
The Universal Design for Learning (UDL) for Inclusion, Diversity, Equity, and Accessibility (IDEA) project was a collaboration between 10 universities and colleges across Ontario to develop a 6-module open educational resource for post-secondary educators. The open courseware provides educators with an introduction to Universal Design for Learning, the responsibilities of educators under the Accessibility for Ontarians with Disabilities Act (AODA) and the Ontario Human Rights Code, considerations for equity, diversity and inclusion in educational settings, and Indigenous pedagogies and their relationship to UDL. The resource is designed as an accessible entrance point for all PSE educators and an invitation to learn more about these critically important topics. It is also designed to be used as the basis for local training professional development on these topics, which may be recognised in many ways, including as a microcredential.

Word Count: 26610

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
The Universal Design for Learning (UDL) for Inclusion, Diversity, Equity, and Accessibility (IDEA) project was a collaboration between 10 universities and colleges across Ontario to develop a 6-module open educational resource for post-secondary educators to help them understand their responsibilities under the Accessibility for Ontarians with Disabilities Act (AODA). It will help instructors and others to incorporate principles of UDL and considerations of EDI and Indigenisation in their learning environments.

Long Description:
The Universal Design for Learning (UDL) for Inclusion, Diversity, Equity, and Accessibility (IDEA) project was a collaboration between 10 universities and colleges across Ontario to develop a 6-module open educational resource for post-secondary educators. The open courseware provides educators with an introduction to Universal Design for Learning, the responsibilities of educators under the Accessibility for Ontarians with Disabilities Act (AODA) and the Ontario Human Rights Code, considerations for equity, diversity and inclusion in educational settings, and Indigenous pedagogies and their relationship to UDL. The resource is designed as an accessible entrance point for all PSE educators and an invitation to learn more about these critically important topics. It is also designed to be used as the basis for local training professional development on these topics, which may be recognised in many ways, including as a microcredential.

Word Count: 26689

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
The Universal Design for Learning (UDL) for Inclusion, Diversity, Equity, and Accessibility (IDEA) project was a collaboration between 10 universities and colleges across Ontario to develop a 6-module open educational resource for post-secondary educators to help them understand their responsibilities under the Accessibility for Ontarians with Disabilities Act (AODA). It will help instructors and others to incorporate principles of UDL and considerations of EDI and Indigenisation in their learning environments.

Long Description:
The Universal Design for Learning (UDL) for Inclusion, Diversity, Equity, and Accessibility (IDEA) project was a collaboration between 10 universities and colleges across Ontario to develop a 6-module open educational resource for post-secondary educators. The open courseware provides educators with an introduction to Universal Design for Learning, the responsibilities of educators under the Accessibility for Ontarians with Disabilities Act (AODA) and the Ontario Human Rights Code, considerations for equity, diversity and inclusion in educational settings, and Indigenous pedagogies and their relationship to UDL. The resource is designed as an accessible entrance point for all PSE educators and an invitation to learn more about these critically important topics. It is also designed to be used as the basis for local training professional development on these topics, which may be recognised in many ways, including as a microcredential.

Word Count: 26624

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This resource is designed specifically to meet the academic writing needs of international students studying at universities in the United States. The materials in the book can be covered within a 14-week semester, but each chapter or section may also be used independently.Based on a series of needs analysis projects, this resource provides an overview of major rhetorical patterns of writing that are commonly used in university settings in the United States. These commonly required genres include descriptive and evaluative summaries, short essays, comparison and contrast assignments, literature reviews, descriptive reports, and proposals. The resource includes chapters that address the structure and purpose of these more common genres, including an awareness of the ways that the target audience and situation should shape the writing of each.

Long Description:
This resource is designed specifically to meet the academic writing needs of international students studying at universities in the United States. The materials in the book can be covered within a 14-week semester, but each chapter or section may also be used independently.

Based on a series of needs analysis projects, this resource provides an overview of major rhetorical patterns of writing that are commonly used in university settings in the United States. These commonly required genres include descriptive and evaluative summaries, short essays, comparison and contrast assignments, literature reviews, descriptive reports, and proposals. The resource includes chapters that address the structure and purpose of these more common genres, including an awareness of the ways that the target audience and situation should shape the writing of each.

A second important focus of the textbook is teaching students how to make effective use of sources within established academic integrity standards. The third focus of the book is on key grammatical forms and constructions that are important in each of the types of writing the students will practice. By treating grammar integratively in context, we hope to address more effectively the aspects that cause difficulties in academic writing.

Word Count: 42280

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
Our primary goal in writing University Success is to help you succeed in university. This is a how-to manual for your first year of study.

Long Description:
Our primary goal in adapting University Success from the US-based, University of Minnesota Libraries Publication, College Success textbook is to help you succeed in university.

University Success has a student-friendly format arranged to help you develop the essential skills and provide the information you need to succeed in university. This is not a textbook full of theory and extensive detail that merely discusses student success; rather, this is a how-to manual for your first year of study. The book provides realistic, practical guidance ranging from study skills to personal health, from test taking to managing time and money. Furthermore, University Success is accessible—information is presented concisely and as simply as possible.

University Success has the following features to help you achieve your goals: Each chapter asks you to evaluate yourself because success starts with recognizing your strengths and weaknesses, your hopes and desires, and your own personal, individual realities. You’ll develop your own goals based on these self-assessments, determining what success in college really means for you as an individual. Throughout the book, you will find numerous interactive activities created to help you improve your skills. To assist you with this, the material is presented in easily digestible “chunks” of information so you can begin applying it immediately in your own life—and get the most out of your university education.

Table of Contents Chapter 1: You and Your University Experience Chapter 2: Staying Motivated, Organized, and On Track Chapter 3: Thinking about Thought Chapter 4: Listening, Taking Notes, and Remembering Chapter 5: Reading to Learn Chapter 6: Preparing for and Taking Tests Chapter 7: Interacting with Instructors and Classes Chapter 8: Writing in University: It’s All About the Process! Chapter 9: The Social World of University Chapter 10: Taking Control of Your Health Chapter 11: Taking Control of Your Finances Chapter 12: Taking Control of Your Future

Word Count: 139114

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

Short Description:
Our primary goal in writing University Success is to help you succeed in university. This is a how-to manual for your first year of study.

Long Description:
Our primary goal in adapting University Success from the US-based, University of Minnesota Libraries Publication, College Success textbook is to help you succeed in university.

University Success has a student-friendly format arranged to help you develop the essential skills and provide the information you need to succeed in university. This is not a textbook full of theory and extensive detail that merely discusses student success; rather, this is a how-to manual for your first year of study. The book provides realistic, practical guidance ranging from study skills to personal health, from test taking to managing time and money. Furthermore, University Success is accessible—information is presented concisely and as simply as possible.

University Success has the following features to help you achieve your goals: Each chapter asks you to evaluate yourself because success starts with recognizing your strengths and weaknesses, your hopes and desires, and your own personal, individual realities. You’ll develop your own goals based on these self-assessments, determining what success in college really means for you as an individual. Throughout the book, you will find numerous interactive activities created to help you improve your skills. To assist you with this, the material is presented in easily digestible “chunks” of information so you can begin applying it immediately in your own life—and get the most out of your university education.

Table of Contents Chapter 1: You and Your University Experience Chapter 2: Staying Motivated, Organized, and On Track Chapter 3: Thinking about Thought Chapter 4: Listening, Taking Notes, and Remembering Chapter 5: Reading to Learn Chapter 6: Preparing for and Taking Tests Chapter 7: Interacting with Instructors and Classes Chapter 8: Writing in University: It’s All About the Process! Chapter 9: The Social World of University Chapter 10: Taking Control of Your Health Chapter 11: Taking Control of Your Finances Chapter 12: Taking Control of Your Future

Word Count: 138862

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

Short Description:
The OER Program and Dr. John Archer Library will be facilitating OER Bootcamps to provide faculty and staff the opportunity to acquire basic information on Open Education Practices including hands-on opportunities in OER creation and development. These sessions would benefit those initially interested in using OER in the teaching and learning activities as well as those further along in their open education journey. These sessions are planned to occur each spring to jumpstart instructor OER development efforts for the year. This resource will be a collection of these sessions including video recordings and handouts for those unable to attend.

Word Count: 3173

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)