Association of American Colleges and Universities

With the rapid change of information technology and the continuous development of internet technology, more and more colleges and universities have begun to try the interactive drama teaching mode based on internet remote technology. In the process of its development, this teaching mode has increasingly reflected its far-reaching educational significance and occupies an important position in the modern education model. It not only enables students to participate in the drama teaching mode under different spatial conditions, but also shares learning resources in a wider range, so that students can better and faster integrate into learning, greatly reducing the impact caused by time or space constraints. Therefore, this paper aims to study the development needs of internet remote technology and the drama teaching mode of Chinese colleges and universities, as well as the development needs of interactive drama teaching.

Too often research on Black boys emanate from deficit orientations and take a problem centered approach which overemphasizes stereotypes or pathologizes Black male students, overlooking their aspirations and successes. Utilizing the High School Longitudinal Survey of 2009 (HSLS: 09), we examine the postsecondary goals of Black male ninth graders as well as the relationships among their educational aspirations, college knowledge, and supportive school personnel using Community Cultural Wealth as the conceptual framework. We found that the educational aspirations of Black male ninth graders are high; however, their knowledge of college falls short of their educational aspirations and their relationships with teachers and school counselors. We discuss the strengths, attributes, and systems of support that are useful to rural Black male students as they transition through secondary education to post-secondary settings and call for a paradigmatic shift using family-school-community partnerships based on the findings

A resposta à diversidade e a uma formação de qualidade são questões às quais o ensino superior está atento e procura responder. Este estudo teve como objetivo principal analisar o reconhecimento e atendimento dos alunos com necessidades educativas especiais nas universidades e institutos politécnicos portugueses. Para a recolha de dados realizou-se uma busca online, tendo-se encontrado 26 instituições (13 das 15 universidades que integram o Conselho de Reitores das Universidades Portuguesas e 14 das 25 instituições que integram o Conselho Coordenador dos Institutos Superiores Politécnicos) com documentos (despachos/regulamentos) sobre a inclusão de alunos com necessidades educativas especiais. A análise documental realizada permitiu perceber que, para as instituições de ensino superior, o aluno com necessidades educativas especiais é percebido em função de um sentido lato de deficiência e de necessidades educativas especiais; que a forma de prestar apoio a estes alunos é diversificada; e que as medidas de apoio remetem, essencialmente, para assegurar a frequência das instalações (procurando melhorar as condições de acessibilidade e mobilidade), as condições de frequência das atividades curriculares e as formas de avaliação. Uma reflexão em relação à temática continua necessária, bem como a discussão sobre as melhores práticas inclusivas.

Liberal education has been, since the creation of the republic, America's “signature” higher learning curriculum. The founding fathers tied liberal education directly to the future of freedom and t...

To increase the involvement of women in STEM fields requires not just supporting individual women but the system-wide identification and removal of gender biases in institutional policies and proce...

The article approaches, from the philosophy, the literature and the right, a perspective of the physiognomy like judgement, ethical-juridical, of the face and of the body, whose transgressions in the natural and social law, give origin to the criminal man according to the theory of Lombroso, in the same way like the moral and political monster arises, according to the concepts of the abnormality in Foucault. On the other hand, from the contemporary humanist currents, it has been come arguing the necessity of a justice with human face, by the light of the concept of Face like Justice in Levinas, contrary to the pretenses of a Justice without Face, like it is evidenced in The Process of Kafka, where it is depicted the physiognomy and the theatrically of the power.

This chapter traces the history of the scholarly work of faculty with special attention given to my work on the Carnegie Report Scholarship Reconsidered: Priorities of the Professoriate and the advances that have been made (and not) since its publication in 1990. Topics considered include the scholarship of engagement, tensions between the collegial culture and the managerial culture, and the need to develop a change strategy that is transformative and not just a continuation of the incremental approach. How we build on the scholarly strengths of our pasts, symbolically represented by Athens and Berlin, while organizing in new ways for a diverse, growing, transnational world represented in the challenges of LA is at the heart of this analysis