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Transformations in Tertiary Education : The Scholarship of Engagement at RMIT University
This book presents a collection of papers from RMIT’s annual learning and teaching conference, Transformations in Tertiary Education: The Scholarship of Engagement at RMIT.It discusses innovative curricula and assessments, examines transformative student experiences and showcases examples of curricular and extra-curricular activities to promote and develop intercultural awareness and competence.The book showcases high-quality, innovative papers on promising new directions in tertiary education, representing the breadth and depth of teaching and learning at a leading global Australian university.Authors from Australian and offshore campuses address compelling questions related to curricula, technology, and assessment.Further, they employ a variety of methodological approaches to illustrate 21st century global perspectives on learning and teaching. Readers will be introduced to the complex interrelationships between scholarship and practice, innovative learning design and learning outcomes, and the shifting scholarship roles of the university, the teacher and the learner.
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HEAP 2025: University Degree Course Offers
Find the right university degree course with HEAP – the ultimate guide. The only independent reference book to conveniently collate and condense all the key university information, HEAP 2025 combines an extensive list of target offers for many degree subjects with valuable commentary from higher education expert Brian Heap. Updated annually, and now featuring degree apprenticeships, it includes:• A unique subject-by-subject guide to offers in grades and UCAS Tariff points• University course and admissions profiles for each institution• Support with the UCAS application process• Listings of top research universities and colleges by subject• Official graduate employment statistics for a range of subject areas‘HEAP University Degree Course Offers is simply “The Bible” for careers advisors and students alike.’ – Stephen King, MA (Lib), School Librarian and Careers Coordinator, The Duke of York’s Royal Military SchoolBrian Heap has been dubbed ‘the guru of university choice’ and has been writing, broadcasting and advising on courses for over 50 years.
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Arguments for Learning : An Intellectual History of the College of Education at the University of Illinois
Almost every educational idea worth a thought has been considered at the University of Illinois, and anything worth trying has been tested.In this history of ideas, Bill Cope and Walter Feinberg chronicle the intellectual lives of education thinkers at the university while tracking the development of educational ideas and practices in general. Cope and Feinberg draw on conversations, narratives, and archival research that reveal how different generations explored their role in defining and carrying out the College’s multifaceted mission.Their account raises critical questions about the character of learning, the aims of teaching, and the nature of teaching as a profession.At the same time, the authors address issues that range from the role of schools in fostering individual and collective identity to the introduction of computer-mediated and online learning.Cope and Feinberg examine changes in self-understanding about fundamental ideas and chart how the College evolved from its original narrow mission of training children’s schoolteachers to embracing global perspectives. A wide-ranging portrait of an institution, Arguments for Learning uses the School of Education to tell the stories of thinkers dedicated to the idea that education can change the world for the better.
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Playing the University Game : The Art of University-Based Self-Education
Going to university is expensive. It’s an investment of money. It is also a massive leap of faith by everyone connected to your choice.You hope it will be a good experience, but you aren’t sure.You want it to be fair to you and worth the effort, but there are no guarantees.Going to university to study and get a degree or certificate of qualification is as political as it is personal.So beware and be ready! But worry not. You will spend your money wisely for a long-term return.Why? Because there is a game to play, and by picking up this book, you intend to play to win.Playing the University Game shows you the rules of the game, strategies for success on your terms (not those of the university as institution and system) and, most importantly, how to enjoy yourself as a university student, reaping the long-term benefits both during your experience and afterwards.How to win the personal way using political-social knowledge shared with you from inside the university walls. Helen Lees draws on her research and lived experiences of self-care in education, combining this with the voices of established academics, who between them have a wide-ranging and deeply reflective understanding of the university and university student interactions.Helen takes you into the heart of the mechanisms of university life, revealing key moves you need to make to survive and thrive in the game.She shares with you which actions and attitudes matter to win, why winning matters, how you can win without joining a dog-eat-dog competition.Helen empowers you to see why university education is about you and your flourishing, not the graduation prize but nevertheless happily also all about the graduation prize, which really matters.She skills you with the knowledge you need to avoid stress, to enjoy yourself and get true value for money from the educational product you have chosen.
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Which degree and which university or college?
I have a Bachelor's degree in Computer Science from Stanford University.
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Do your parents have a college or university degree?
Yes, both of my parents have college degrees. My mother has a bachelor's degree in education, and my father has a master's degree in business administration. Their education has been a source of inspiration for me and has instilled in me the value of higher education. They have always encouraged me to pursue my academic goals and have been supportive of my educational journey.
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Should one pursue a university degree or further education?
Pursuing a university degree or further education depends on an individual's career goals, interests, and financial situation. A university degree can provide valuable knowledge, skills, and credentials that can lead to better job opportunities and higher earning potential. However, further education, such as a master's or professional certification, can also enhance one's expertise and qualifications in a specific field. It's important to carefully consider the potential return on investment and weigh the costs and benefits of pursuing further education before making a decision.
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Is a college degree equivalent, higher or lower than a degree from a university?
A college degree is typically lower than a degree from a university. In the United States, a college degree is usually a 2-year associate's degree or a 4-year bachelor's degree, while a university degree often refers to a higher level of education such as a master's or doctoral degree. Universities tend to offer a wider range of academic programs and research opportunities compared to colleges, making their degrees more advanced and prestigious.
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Education for Special Needs : The Curative Education Course
'Essentially we do not really have the right to talk about normality or abnormality in a child's inner life, nor indeed in the inner life of human beings altogether...One does not gain much from such labelling, and the first thing to happen should be that the physician or the teacher rejects such an assessment, and goes further than saying that something is clever or sensible according to the way people are habitually thinking.' - Rudolf Steiner Speaking in 1924, when general attitudes to people with special needs were far from enlightened, Rudolf Steiner gave this seminal course of lectures to a small group of teachers and doctors as a fundamental basis for their future work.In the cultural context of the time, regressive ideas such as Social Darwinism and Eugenics were not only tolerated but popular (some 15 years after these lectures were delivered, the Nazis were to initiate their so-called 'euthanasia' programme).In contrast, Steiner - who as a young man had successfully tutored a boy with special needs - was devoted to the progressive task of special education and, in the words of one of those present, '...gave the course with pleasure and satisfaction'. In the twelve lectures, Rudolf Steiner describes polarities of illness and derives courses of treatment from a comprehensive analysis.He considers many individual cases in detail and gives indications on therapeutic exercises, diet and medicine.The 'I' (or self), he states, relates directly to the physical body, and spirit and soul need to be taken into consideration when making diagnoses.Throughout the course Steiner gives valuable advice regarding the educator's own development, emphasizing the need for enthusiasm, humour and courage. As with Steiner's lectures on agriculture, which stimulated the birth of the worldwide biodynamic movement, this single course has had a huge international impact, inspiring the founding of hundreds of schools and communities for people with special needs - encompassing both the Camphill and Steiner special education movements.Revolutionary in its approach, the far-reaching perspectives of these lectures are a living source of inspiration to both professionals in the field and parents and others seeking spiritual insight. This new edition features a fresh translation, introductory material, notes, colour plates and an index. 12 lectures, Dornach, Jun. - Jul. 1924, CW 317
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Culture and the University : Education, Ecology, Design
Not long ago, it was understood that universities and culture were intimately related. However, to a large extent, that understanding has faded.Culture and the University confronts this situation.Written by three leading scholars of higher education and the philosophy of higher education, the book opens the debate about the cultural purpose of universities and higher education.The authors argue that the university should be and can be an institution of culture, of great cultural significance in the digital age, and exercise cultural leadership in society.This wide-ranging and polemic text addresses a range of subjects including environmentalism, citizenship, post-truth, the ethical implications of technology and feminist philosophy.The authors build on the work of key philosophers of the university from Aristotle, Nietzsche and Heidegger to Donna Haraway, Terry Eagleton and Martha C.Nussbaum to conceive of an entirely modern vision of the university.This is a must-read for anyone with an interest in the future of higher education and the university.
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The University of Google : Education in the (Post) Information Age
Looking at schools and universities, it is difficult to pinpoint when education, teaching and learning started to haemorrhage purpose, aspiration and function.Libraries and librarians have been starved of funding.Teachers cram their curriculum with 'skill development' and 'generic competencies' because knowledge, creativity and originality are too expensive to provide to unmotivated students and parents obsessed with league tables, not learning. Meanwhile, the internet offers a glut of information on everything-under-the-sun, a mere mouse-click away.Bored surfers fill their cursors and minds with irrelevancies.We lose the capacity to sift, discard and judge. Information is no longer for social good, but for sale. Tara Brabazon argues that this information fetish has been profoundly damaging to our learning institutions and to the ambitions of our students and educators.In The University of Google she projects a defiant and passionate vision of education as a pathway to renewal, where research is based on searching and students are on a journey through knowledge, rather than consumers in the shopping centre of cheap ideas. Angry, humorous and practical in equal measure, The University of Google is based on real teaching experience and on years of engaged and sometimes exasperated reflection on it.It is far from a luddite critique of the information age.Tara Brabazon celebrates the possibilities of digital platforms in education, but deplores the consequences of placing funding on technology and not teachers.In doing so, she opens a new debate on how to make our educational system both productive and provocative in the (post-) information age.
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Unsettling the University : Confronting the Colonial Foundations of US Higher Education
Shifts the narrative around the history of US higher education to examine its colonial past. Over the past several decades, higher education in the United States has been shaped by marketization and privatization.Efforts to critique these developments often rely on a contrast between a bleak present and a romanticized past.In Unsettling the University, Sharon Stein offers a different entry point—one informed by decolonial theories and practices—for addressing these issues. Stein describes the colonial violence underlying three of the most celebrated moments in US higher education history: the founding of the original colonial colleges, the creation of land-grant colleges and universities, and the post–World War II "Golden Age." Reconsidering these historical moments through a decolonial lens, Stein reveals how the central promises of higher education—the promises of continuous progress, a benevolent public good, and social mobility—are fundamentally based on racialized exploitation, expropriation, and ecological destruction. Unsettling the University invites readers to confront universities' historical and ongoing complicity in colonial violence; to reckon with how the past has shaped contemporary challenges at institutions of higher education; and to accept responsibility for redressing harm and repairing relationships in order to reimagine a future for higher education rooted in social and ecological accountability.
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How can one complete a degree at a university or college?
To complete a degree at a university or college, one must first choose a program of study that aligns with their interests and career goals. Then, they must fulfill all the required coursework, which typically includes a combination of general education requirements and courses specific to their major. Additionally, students must maintain a certain GPA, participate in internships or research projects, and pass any necessary exams or assessments. Finally, once all requirements are met, students can graduate with their degree.
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Is there a scholarship for the Outdoor College in Norway?
Yes, there are scholarships available for the Outdoor College in Norway. The college offers various scholarships and financial aid options for both domestic and international students. These scholarships are designed to support students who demonstrate financial need or academic excellence. Additionally, there are external scholarship opportunities that students can apply for to help fund their studies at the Outdoor College in Norway.
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Can one boycott the college/university?
Yes, one can choose to boycott a college or university by refusing to attend classes, participate in campus activities, or support the institution financially. This could be done as a form of protest against the institution's policies, practices, or values. However, it is important to consider the potential consequences of boycotting a college or university, such as academic repercussions or impact on future opportunities.
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What are the options for education: technical college entrance qualification or general university entrance qualification?
In many countries, the options for education include obtaining a technical college entrance qualification or a general university entrance qualification. A technical college entrance qualification typically prepares students for specific vocational or technical careers, such as engineering, healthcare, or business. On the other hand, a general university entrance qualification allows students to pursue a wider range of academic disciplines at a university. Both qualifications have their own merits and can lead to successful careers, depending on the individual's interests and career goals. Ultimately, the choice between the two options depends on the student's academic strengths, career aspirations, and personal preferences.
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