Campus Walls Research Articles

Central Vetting Beyond Campus Walls: A Transformative Initiative in Preclinical Medical Education at Universiti Putra Malaysia

Central Vetting Beyond Campus Walls: A Transformative Initiative in Preclinical Medical Education at Universiti Putra Malaysia

Research on the Path of The Digital Transformation of Education in The Era of Artificial Intelligence

The digital transformation of education is a process of driving the ecological reform of education through digital technology, so as to play the effect of education. This paper discusses the core concepts and challenges of the digital transformation of education. In the process of the digital transformation, schools face campus walls elimination, school boundaries continuously reconstruction, curriculum mode subversion, teaching practice restructuring, teachers 'role transformation, professional ability needs to be reconstructed; students' ability weakening and learning ecology needs to be reshaped. Schools need to improve the digital infrastructure, build multiple digital platform, strengthen the systematic training of teachers, to carry out the integration of multimodal learning analysis of learning process tracking, provide man-machine collaborative personalized learning support and service four ways to build intelligent campus, comprehensive innovation teaching space, improve teachers' quality, create learning ecology at full speed.

Role of Technology-Enhanced Service Learning in Empowering Marginalized Communities in Malaysia

Service learning (SL) provides a fitting opportunity for students to engage with and learn from the larger community. Such engagements are fast becoming a crucial facet of student and academic activities within Higher Educational Institutions (HEIs) in Malaysia. (SL) enhances pedagogical learning, fosters more durable relationships which extend beyond campus walls and appropriately prepares students for life outside the campus. The integration of community engagement within the (HEIs)’s curricula fosters an educational setting which facilitates the students’ academic, personal and professional developments. (SL) is a learning pedagogy that helps students identify issues within the community, work together and address some of the diverse challenges that have been identified. Today, without a basic knowledge of Information and communication technology (ICT) or digital literacy, it is very difficult to secure employment. Marginalized communities are faced with various socio-economic and environmental barriers which prevent them from obtaining such knowledge. This, in turn further perpetuates a vicious cycle that leaves them within a constant state of powerlessness. This study sought to explore the potential of (SL) in empowering marginalized communities by providing them with basic (ICT) training. A qualitative approach was utilized involving interviews with twenty respondents from marginalized communities. The respondents currently hold jobs which require a basic knowledge of (ICT). The findings indicate that basic digital literacy is becoming increasingly crucial toward the empowerment of marginalized communities in Malaysia. However, the relevant initiatives toward this are sorely lacking. Thus, service learning has a great potential to address the current gap.

Diploma in Accounting and Business Studies Students’ Perceptives on Online Teaching and Learning

Introduction: The advent and consequent entrenched use of new media technologies in higher education has prompted systems change in many universities across the world. At the University of Botswana, the Centre for Continuing Education (CCE) unveiled a plan to “break down physical lecture-rooms and campus walls” by delivering courses in the Diploma in Accounting and Business Studies (DABS) programme, including to satellite centers, solely through the virtual mode. Driven by the idea of Digital Divide and the hypothesis of lack of access and system challenges, the study investigated the viability of this change considering the inherent social and digital divides in Botswana, and the observation that New Media Technologies often place more emphasis on proliferation of information and communication technologies to the detriment of variables such as economic status, income, and social environment.Objectives: The central question for this study was: Do all students in the DABS programme have “access” to the Internet, mobile technologies and other associated resources to impeccably take part in the online teaching and learning dispensation? Thus, the overarching objective of this study was to unearth whether or not learners enrolled in the DABS programme had access to Internet, mobile technologies and other associated resources to successfully take part in online teaching and learning.Methods: This study used a focus group discussion method involving students’ representatives from all the centers to get their perspectives on online teaching and learning. Results: The study has unveiled that not all DABS students embraced online teaching and learning.Conclusions: It was, therefore, concluded that DABS students have to change their mindset and behaviours towards online-based learning and teaching. They need to adapt to the new norm of online learning

A Hong Kong Scholar’s Troubled Identity in Dorothy Tse’s <em>Owlish</em>

Owlish is a part-realist part-surreal tale of a disgruntled professor in Hong Kong’s fictional double Nevers who unexpectedly falls in love with a ballerina doll. The novel’s plot unfolds against the backdrop of the growing pressure on Hong Kong’s freedoms and its very identity resulting in protests – events concealed by the veil of Dorothy Tse’s inventive language but still unmistakably discernable. This essay approaches Owlish as an academic novel i.e. literary work concerned with university professors and the vicissitudes of their lives within and outside the campus walls. The novel's protagonist, Professor Q, appears to be a brilliant cosmopolitan intellectual on the surface. Yet, deep down, he grapples with conflicting identities, mirroring the predicaments faced by Hong Kong itself. This essay’s focus lies in examining the portrayal of scholar in Owlish and comparing it to those depicted by the PRC and Sinophone writers. By doing so, the essay traces the different traits that construct Hong Kong scholar’s troubled identity, for instance, traditional Chinese literatus, renaissance-esque free-spirited thinker, and overloaded contemporary academic. Elaine Showalter observes that the best works of the academic fiction genre are not merely literary accounts of academic routine but boldly play with the genre itself and comment on pressing contemporary issues. Accordingly, the essay’s primary emphasis is on how Hong Kong professor’s identity crisis reflects the precarious state of the city’s intellectual sphere and what the outcome Tse warns against in her academic narrative.

Assessing climate solutions and taking climate leadership: how can universities prepare their students for challenging times?

ABSTRACT Through this point-of-departure paper we aim to prompt discussion and action around redesigning university learning to help students tackle climate-related challenges in a personally and societally meaningful way. We use the lens of assessment to draw attention to how discipline areas without an explicit environmental or climate science focus can play a fundamental part in prompting climate action. We draw on the very limited number of studies to date of assessment related to climate learning and on an illustrative example of teaching and assessing leadership practices for confronting climate change to make recommendations with relevance for all curricula. We reflect on assessment tools, approaches, strategies, and good practice that not only gauge the level of learning at individual and whole cohort level but also prompt meaningful learning to take place through the way they are designed, with potential impact outside the campus walls and beyond the end of formal university study.

Extra safety for our students: Security beyond the walls of campus

Although it may be cliché to say it, I believe it is still very true. Every parent's worst nightmare is that something may happen to their children when they venture off to college. Perhaps it is nervousness because the children have never been “away” from home before. Maybe it is the fear of the unknown because the parents themselves never went to college (or lived on campus if they did go).

MOOC in a Malaysian university: preliminary perceptions and perspectives

MOOC is gaining momentum in Malaysia as it is seen as a game changer in the delivery of university courses to a wider audience, beyond the campus walls. At Universiti Malaysia Sarawak, the first MOOC course was designed and developed to deliver learning about ICT competencies to university students at all public universities throughout the country. The study examined the perceptions and satisfaction levels among on-campus students who have enrolled into the MOOC course, as a first step to investigate the impact of the web-based instructional approach on higher learning. Two key aspects were focused; the pedagogical and technical assembly of the MOOC. The pedagogical aspect looked into the instructional design and assessment of contents in the course, while the technical aspect covered areas such as userinterface, presentation of video content, provision of learning and social tools, and learning analytics. Findings indicated a significant relationship between each of these elements with participants' satisfaction levels. It is clear that these elements are crucial in making MOOC a successful instructional supplement for undergraduate learning in Malaysia.

Reconsidering the Composer-Educator in Postwar America

By the middle of the twentieth century, American universities had evolved into powerful institutions with aggressive cultural agendas. Renewed interest in the arts provided a platform for composers employed by these universities to grow into powerful civic leaders. This article investigates the contributions of four modernist composers—Walter Piston, Roger Sessions, William Schuman, and David Diamond,—who held academic and administrative posts at Harvard University, Princeton University, the University of California at Berkeley, and the Juilliard School of Music. During this period, these four composers used their academic positions to shape American classical music culture—not through their compositions—but by overhauling music departments, authoring textbooks, and extending the reach of universities and conservatories far beyond the campus walls. This project relies on primary and secondary sources, weaving together academic records, administrative reports, and composer correspondence into a narrative of educational reform, cultural patronage, and even urban renewal. This article endeavors to widen the historiographic focus on postwar composers like the Four to reconsider their relevance as music educators, cultural authorities, and practitioners of modernism outside of the concert hall.

Media Culture 2020: Collaborative Teaching and Blended Learning Using Social Media and Cloud-Based Technologies

In 2013 five universities from across Europe undertook an innovative project ‘Media Culture 2020’, combining skills and forces to develop new practices that would face the challenge of the convergence of digital media, taking full advantage of social media and cloud-based technologies. The aim of the Media Culture 2020 project was to demonstrate what 21st century converged and interactive European Media Culture could be in comparison to the broadcasting based one-way 20th century model. The main objective of the project was to break down classroom and campus walls by creating open virtual learning environments where students from different countries and fields could explore and learn together. Media Culture 2020 developed innovative digital learning environments that consider new forms of production, transmission and representation of knowledge. The project utilized a range of online platforms, social media and cloud-based technologies including Facebook, Google+ Google Hangout, Google Docs and Blogger in the collaborative development, management and delivery of the project

Make Revolution Irresistible: The Role of the Cultural Worker in the Twenty-First Century

I was introduced to the term public intellectual almost twenty years ago when I was an undergraduate in a literary course on African American music taught by the cultural critic Farah Jasmine Griffin. The class conversations began with readings of jazz and hip-hop artists as “organic intellectuals” in the sense developed by Antonio Gramsci. We quickly moved to the debates sparked by Edward Said's Representations of the Intellectual (1993) and to the rise of the black public intellectual as demonstrated by the formation by Henry Louis Gates, Jr., of an academic “dream team” in African American studies at Harvard, Cornel West's publication of Race Matters (1994), and Robert Boynton's March 1995 article in the Atlantic entitled “The New Intellectuals,” which added Toni Morrison, Stanley Crouch, Patricia Williams, Michael Eric Dyson, Derrick Bell, June Jordan, and many others to that category. By the time I arrived at Harvard in 1999, for graduate study in African American literature, the idea of the black public intellectual served as a backdrop and a blueprint for how my generation of scholars could live inside and beyond the campus walls. As beneficiaries of that era, my peers and I did not necessarily have to prove that our work belonged in the public; instead, we had to wrestle with newer questions of format and forum in the digital age.

Study of environmental noise pollution in the university of dammam campus

Context: Noise pollution has been well-recognized as one of the major trepidations that can adversely affect public health and quality-of-life in urban areas across the globe. Community noise, or environmental noise, includes the primary sources of road, rail and air traffic, industries, and public works. Aims: The main aim of this study is to assess the noise level inside the University of Dammam (UD) campus. Settings and Design: Three different locations were selected for measuring noise levels during this study; outside walls, the internal streets, and inside several buildings of the UD campus. Materials and Methods: Levels of the environmental noise pollution were measured at three different periods of the academic year 2011-2012; during study days, final exams and the holiday periods. Statistical Analysis Used: Results of this research were statistically analyzed by the Statistical Package for the Social Sciences SPSS program. Results: Levels of noise outside walls of the UD campus were higher than those inside the campus walls at all periods. Inside the UD campus, levels of noise were the highest at locations that are characterized by the high traffic movement. In addition, the highest level of noise was recorded during the studying period, while the lowest level was obtained during the holiday period. Levels of the indoor noise inside buildings of the campus were nearly the same or very slightly higher than those of the outdoor levels which indicate that the effect of human activity inside university buildings on noise pollution can be neglected comparing with the outdoor sources. Conclusion: Both levels of noise inside and outside buildings were higher than their guideline values. These high noise levels require effective environmental control strategies and increasing awareness between all staff members inside universities camps.

From proprietary to personalized higher education-how OER takes universities outside the comfort zone

Present trends in the mainstream adoption of educational technology coupled to the increased acceptance and adoption of openness in terms of sharing resources and open access force higher education into a radical rethink of its structures and educational strategies. This article examines the current shift in focus from the simple production and sharing of open educational resources (OER) towards wider concepts such as open educational practices (OEP) and cultures (OEC). OER involves mostly educators whereas OEP and OEC demand the commitment of management, administrators and politicians. This openness is already spawning alternative types of peer-based collaborative learning both inside and outside the formal education system. In particular the increased awareness of the importance of informal learning has raised a clear need for some kind of certification model and the current open badges initiative lead by Mozilla and several US authorities is examined and discussed. In 2011 the OER university partnership announced an innovative approach to combining formal and informal learning by planning to offer credible credentials for students who have acquired the necessary skills through their own learning paths. The road to future higher education may not be entirely behind the campus walls.

Making the Leap from Coach to Leader

Making the Leap from Coach to Leader

In Review: Academic library outreach: Beyond the campus walls

In Review: Academic library outreach: Beyond the campus walls

Review of Academic Library Outreach: Beyond the Campus Walls

Review of Academic Library Outreach: Beyond the Campus Walls

A Glimpse of the CLISS 2: The Children's Literature Summer School and Symposium, Roehampton University, London, England. July 2003

What is CLISS? For an overview, we offer three perspectives, three voices, each offering a personal view: tutor Lissa Paul, organizer Kim Reynolds and participant Wally de Doncker. The essays in this issue offer in-depth views: close looks at the range of subjects discussed at the international gathering of children's literature specialists. A Tutor's View: Lissa Paul The anticipation of returning to a place where you've been happy is perhaps one way adults reconnect with childhood selves, recapturing the sense of living in the future rather than through the filters of experience and memory. My return to the Children's Literature International Summer School (CLISS, sponsored by the National Centre for Research in Children's Literature [NCRCL]) in late July 2003 felt that way. I'd been one of the first international group tutors at the first CLISS in summer 2001, and had quickly become part of the international community of students living, studying, touring, and eating together on the welcoming campus, which also houses Froebel College, named after the founder of kindergartens, Friedrich Froebel (1782–1852). Froebel believed that education should be a "creative and interactive process," so it is likely that he would have approved of the CLISS seminars taking place on the campus that week in late July. The weather was English summer: slightly cool, but not uncomfortable. There's a lovely little pond on the grounds, with a blue heron often present. And just outside the campus walls is Richmond Park, protected [End Page v] in the late seventeenth century as a royal deer preserve. On one early-morning walk in the park, tutors Lynne Vallone, Peter Hunt, and I all observed a large herd of stags quietly grazing. Inside the walls of the college, the lectures, seminars, displays, and conversations are all focused on children's literature—in an array of international aspects. One of my favorite moments from CLISS 2 occurred during a lecture by Peter Hunt on "Children's Literature and the Loss of God." Two Israeli students sitting next to me were taking notes in graceful Hebrew script in their right-to-left notebooks. Those kinds of cross-cultural moments were frequent, though ephemeral. There were, however, many more enduring cross-cultural connections with students and colleagues from Europe, North America, Asia, and the Middle East. For people like me, living in North America, children's literature by default almost always means English-language children's literature. The teeming creative and academic inventiveness alive in the rest of the world remains almost invisible, existing on the very edges of our anglophone peripheral vision. CLISS brings the children's book world of those cultures up close, and makes us rethink ourselves. My first visit in 2001, for example, included a meeting with Anette Steffensen from Denmark, seeding the opportunity for a lecture and subsequent connection with the wonderful Centre for Children's Literature in Copenhagen—and with some of the people who have since been invited to join the editorial board of The Lion and the Unicorn, including Wally de Doncker from Belgium and Tomoko Masaki from Japan. An Organizer's View: Kim Reynolds The idea of running a Children's Literature International Summer School in the United Kingdom was part of a general movement in that nation to reassess the contribution made by children's literature, in all its forms, to culture. The Arts Council of England was central to this process and has helped to finance CLISS since its inception (and has contributed funds to this issue of The Lion and the Unicorn). The Literature Department there recognizes that literature for children has played a significant role in shaping aesthetic tastes, literary heritage, social mores, and attitudes to being British at least...

Something There: Love, War, Basketball, and Afghanistan: An Antidotal Memoir

Intcrtcxts, Vol. 7, No. 2, 2003 Something There: Love, War, Basketball, and Afghanistan: An Antidotal Memoir 1 Naeem Inayatullah I T H A C A C O L L E G E The goal of encouraging ...historical sympathy is achieved not by telling people what has been lost but by getting people to see what is there. (Chernoff 11) If we can find something in “nothing” then we can find something even in those that seek to destroy all “nothings.” In November 2001, the town of Ithaca premiered Jun£ (War): In the Land of the Mujaheddin, afilm that documents how Italian doctors created a humanitarian hospital in war-torn Afghanistan. Afterwards, in the conversa¬ tion that Ihad agreed to facilitate, Iwas unable to evoke much beyond the usual sense of helpless guilt and hollow moral stridency that comes from see¬ ing others suffer. Suspecting that just below their easy sympathy lay hidden assimilationist presumptions, Ipressed the audience with these questions: Is there anything we need fromAfghans,Afghan cultures,Afghanistan? Can we find some lack only they can fill? If not, what impulse stops us from sim¬ ply accepting the loss of this culture? Even those few who had passed through Afghanistan seemed baffled by this line of thinking. Finding no tak¬ ers, it occurred to me then that Icould pose these questions to myself. Gordon College provided little competition on our home court. In the winter of 1972, it would have been ashort drive from their campus in Rawalpindi to ours in Islamabad. Crossing into the compound of the Inter¬ national School of Islamabad (ISI), they entered arecognizable yet unfamil¬ iar and oddly heterogeneous space—something not-America and not-Pakistan . Their bodies must have sensed and absorbed the gravity of the uneven, overlying, and jagged cultural force fields flowing, protruding, infringing, and breaking all around. On the one hand, there were the smooth soft pol¬ ished brick red octagonal campus walls, with inner courtyards centered by star-shaped fountain, beds and waterless wading pools; windows from floor to ceiling, carpeted classrooms, sports fields expanding into the distance, and the large yellow, not blue, school buses waiting in the too-large parking lot. Not to mention the not-yet-men boys, with hair long and so wellgroomed that the desire to touch it was tethered only by the all-powerful straps of decorum. And Iimagine that after viewing the miniskirt-clad teenage girls, the unbearable displays of sexual affection, hyper-groomed boys, and the bouncing, shouting, infinitely beaming cheerleaders, they put away these snapshots and probed them only once they were out of the com- I N T E R T E X T S 1 4 4 pound inside their blue bus. ^Without the topographic charts and compass needed to navigate the plate tectonics of ISI, their psychic vigor must have been sapped before tip-up. But there was more; the basketball court itself was surrounded by those high on the bleachers and others sitting on the ground. What, Iwonder, did the Gordon College players make of the fact that more than afew times the bleacher crowd students, teachers, and parents burst into amedley of abadly copied but emphatic Urdu cheer: Leader: Aag-thay, Bagh-thay, ChuchuupChapackthay Crowd: T A H ! Leader: Chapackthay C r o w d : T A H ! Leader: Chapackthay Crowd: TA H ! OurfanshadlearneditonaroadtripfromthefansofLahoreAmerican School, an institution that had no choice but to be embedded in acity meas¬ uring its age in millennia. For those in our bleachers, this cheer was nothing similar to say, “Craig, Craig, he’s our man, if he can’t do it, Chris ca More so, like much of the Urdu learned by my teammates and classmates, it part of atainted language TheGordonCollegeplayers wondered if this double “call and pidgin” absorbed in athin contact zone, to have known the cheer and to have was imitative flattery or if it was w a s o r a w e r e s u r e response" one more spin spun for their disorientation. On the other hand, while waiting for the ball to go up, if they turned theireyestotheWesttheysawMargallaHills—gatewaytoPeshawar,the Khyber Pass, and Kabul. Or if they followed the Hills to...