Urban Institutions Of Higher Education Research Articles

Technology as a Catalyst for Change: Business Communication Faculty Technology Readiness in Urban Higher Education Institutions

Technology as a Catalyst for Change: Business Communication Faculty Technology Readiness in Urban Higher Education Institutions

МАЙСТЕР-КЛАС З АКАДЕМІЧНОГО ВОКАЛУ ЯК ФОРМА АКТИВІЗАЦІЇ НАВЧАЛЬНОГО ПРОЦЕСУ У МИСТЕЦЬКИХ ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

The article reveals the experience of using a master class on academic vocal as a form of activation of the educational process in urban institutions of higher education in Ukraine. Since Ukrainian scholars have not identified theoretical works on the role of master classes in the educational process in the vocal sphere, the disclosure of experience, which is the purpose of our article, should update the development of methodological and methodical principles of research. It has been established that over the last decade the form of master classes has been increasingly used by domestic vocal teachers. The experience of their holding at the Mykola Lysenko Lviv National Academy of Music, the Institute of Arts of the Borys Hrinchenko Kyiv University and the Vasyl Stefanyk Precarpathian National University with the participation of leading foreign opera singers, most of whom are of Ukrainian origin, was summarized. All of them worked on master classes on a volunteer basis. In Lviv they were conducted by the professor from the Academy of Music (Norway), world-famous singer (tenor) Carlo Allemano, in Kyiv – world-famous opera singer (lyric-coloratura soprano) Victoria Lukianets from Vienna, in Ivano-Frankivsk – also world-famous opera singer (baritone) Pavlo Gunka (Great Britain), young singers, soloists of Polish opera theaters Iryna Zhytynska and Stanislav Kufliuk. In each case, the duration of master classes lasted from one to seven days, the number of participants was 4–30 people. A pre-studied program of 1–3 works (aria, solo songs, folk song) was chosen for the work. Some teachers paid more attention to technical problems in voice production, others – to the artistic image, associations, understanding of the works performed. The structure of the master classes included: 1) demonstration by a recognized singer-mentor of his skills and his understanding of the problem in a practical form; 2) involvement of the student in active activity on mastering of skill under the control of the expert; 3) publicity, ie the presence of a wide audience (teachers, students, journalists), who perceived the process of communication between the master and his wards, and who joined this process, asking questions and demanding explanations. The organizational and semantic aspects of the use of master classes in academic vocal in higher educational institutions in the field of art are in need of further consideration.

Physical Training and Sports in the Kemerovo Region: Human Resourcing in the Late XX – Early XXI Centuries

The present study featured the issues of human resourcing in the sphere of physical training and sports in Kuzbass during the transition period from the Soviet to the post-Soviet model. The research was based on a wide range of documents, including those from several collections of the Regional State Archive. The research united scientific, historicist, and comparative methods, which made it possible to identify two factors that affected the personnel potential in the sphere of physical education and sports. The first one was the policy of advanced socio-economic development, proclaimed in the mid-1980s. The second was the transition to the market economy, which started in the early 1990s and was accompanied by a serious crisis. These two processes systematically affected the sphere of physical training and sports, including its national and regional human resources. The staffing proved uneven: while it was satisfactory in urban institutions of higher education and sports, the rural areas saw a severe labor shortage.

Investigation into the Model of Campus and Learning Spaces Therein to Serve the Purpose of Urban Higher Education Institutions – Phase 1

The emergence of the knowledge-driven economic structure reshapes the role of higher education institutions (HEIs) against the background of social development. HEIs have long served as the most important source of knowledge and intelligence to a city, and they are now demanded more than their traditional role solely in education and research.This givesrise toa newmodel of HEIs, namely“UrbanHigher Education Institutions (UHEIs)”, which is to enable intense interactions between a HEI and its host city by means of campus location. This research is aimed to contribute to the body of knowledge on architectural typology by investigation into the design of campus and learning spaces therein for UHEIs which can serve the needs of a city driven by the knowledge economy. A recommended model considering a list of design parameters is expected to be developed which underpins the design paradigm for addressing the given condition of high-density urban environment in Hong Kong.

Impacts of Urban Institutions of Higher Education on the Community: A Social Approach

Purpose : This study aimed to investigate the effects of urban institutions of higher education on social sustainability of the community. Three urban colleges in Vietnam were involved in this study. Methods: Questionnaires and interviews were administered to 120 local residents and 1470 students and college employees (office and teaching staff) living in the nearby communities. In the interviews, the researcher made efforts to explore in-depth information by providing prompts in order to confirm, interpret and supplement the quantitative data collected from the questionnaires. F inding s: All participants responded that the colleges contributed greatly to the social equity through rentals, food consumption, and other services available. However, though some local residents took a positive view of social diversity, others were conservative. The social cohesions took place in the community where its members were willing to welcome new cultures. Most local residents were not confident about community security when there were many new members. Noise and traffic also caused much concern to local residents. Implications for Research and Practice: It is suggested that local residents should distribute equ ital gains to physically and financially challenged people in the community. Other implications were given to researchers, policy makers, community members, and student tenants living around college. Further studies can take a holistic approach to sustainable development as a result of the effects of educational institutions. Researchers may also take into account more educational institutions of higher education in other contexts.

Ecology Content in Introductory Biology Courses

In recent years the need for ecological literacy and problem solving has increased, but there is no evidence that this need is reflected by increased ecology coverage at institutions of higher education (IHE) across the United States. Because introductory biology courses may serve to direct student interest toward particular biological categories such as ecology, time devoted to topics in these categories within introductory biology courses may be crucial for captivating student interest. In a 2009 survey, members of the National Association of Biology Teachers (NABT) College and University Sections identified 20 topics they considered essential for inclusion in introductory biology courses. The NABT members, acknowledging the importance of ecological concepts, considered two ecological topics essential. The present study evaluated the actual coverage of ecology and other topic categories compared to recommendations and according to location. For this purpose, lecture and lab syllabi were collected from 26 rural, suburban, and urban IHEs from the Mid-Atlantic region. Course content was divided into eight categories, including ecology, and percentages of total lecture and lab time per category were calculated. This actual coverage was compared to the NABT recommendations. Actual coverage of ecology was not significantly different from coverage recommended by the NABT members, whereas cell/molecular/biochemistry and evolution were lower and genetics, development, and taxonomy were higher than recommended. Course content was also compared by location, with no significant effect of institutional location on ecology coverage. We conclude that although students taking introductory biology courses in Mid-Atlantic IHEs are likely to receive the NABT’s recommended coverage of ecology instruction regardless of institutional location, actual ecology coverage has not increased, regardless of the increased need for ecological literacy.

Living Concrete/Carrot City: An Exhibition Platform as a Growing Medium

The authors of this paper co-curated Living Concrete/Carrot City, an exhibition at The New School during the Fall 2010 semester that explored the relationship between urban agriculture and the city, and the roles of farmers and gardeners, designers, artists, activists, academics, and others in integrating food and agriculture into everyday city life. This reflective essay discusses the genesis of the exhibition, our curatorial decisions, and the interactions among students, faculty, and community members that we observed within the gallery. The project supported university goals of cross-disciplinary and public scholarship, created a space for members of the urban agriculture community to learn from each other, and demonstrated the potential for an exhibition platform to serve as a vehicle for liberal arts and design schools to engage in food systems research, teaching, design practice, and public engagement. While the essay focuses on the specific instance of this exhibition and interdisciplinary collaboration, it suggests some implications for consideration by other urban institutions of higher education.

Brewing bachelors: the history of the University of Newark

Locating denominational colleges and state and land grant universities away from major American cities created a growing need for urban higher education institutions in the early twentieth century. Religious denominations, municipal authorities, and entrepreneurs opened colleges and professional schools in many US cities to meet the demand. The proprietary New Jersey Law School – opened in 1908 – added other divisions, shifted to non‐profit status, relocated to a former brewery, and merged with competing local institutions to form the University of Newark in 1936. This “streetcar college” served thousands of working‐class and immigrant students during its 37‐year history. But, unlike other streetcar colleges, its politically left‐of‐centre administration and faculty took on local and regional power centres – a stance that harmed its economic viability. The University of Newark survived the Great Depression, but merged with Rutgers University, the state university of New Jersey, in 1945. Today’s Rutgers‐Newark inherited its predecessor’s focus on promoting the aspirations of non‐traditional student populations.

Engaging the City: Civic Participation and Teaching Urban History

Building on a long history of community outreach in higher education, many colleges and universities are taking a more intentional approach to civic engagement. As urban higher education institutions strive to become better neighbors, urban history courses have a valuable role to play in generating research, building connections between the campus and the community, and engaging students in the cities where they study. Using a course-based living-learning community as a case study, this article demonstrates the way an urban history course at the University of Richmond links pedagogy and community engagement. Through “learning out” assignments that include producing a documentary on a local social issue within a national historical context and blogging, students share what they are learning with others outside the class with the aim of urging action for social change.

Leading urban institutions of higher education in the new millennium

This study gained insight into the impinging realities that college and university presidents will face in the new millennium, into the roles and strategies available for tackling these realities, and into the personal attributes that contribute to organizational effectiveness. Case study methods were employed, as the participants were all similarly bound by time and space. Qualitative analytic procedures were utilized to interpret data elicited in response to interview protocol, a process involving: organizing data; generating categories, themes, and patterns; testing emergent hypotheses against the data; and searching for alternative explanations of the data. Results substantiate findings that leaders transform their respective institutions into ethical and moral organizations by demonstrating their own moral and ethical fortitude.

Urban student affairs data exchange

Urban institutions of higher education have need of a peer group for comparison purposes. This article describes a student affairs database developed specifically for urban institutions of higher education. Such a database enables urban institutions to refer to comparison groups having similar characteristics. Specific examples of how the data can be utilized by chief student affairs officers and others are provided.