https://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webp00Proceedingshttps://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webpProceedings2021-07-22 05:33:162021-07-22 18:54:482021 Paper: Engaging with Educational Research: Five Ideas from the Literature to Improve Student-Faculty Collaboration
https://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webp00Proceedingshttps://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webpProceedings2020-12-20 06:01:562021-07-22 17:35:38Poster: A research project in the first semester
https://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webp00Proceedingshttps://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webpProceedings2020-12-20 06:00:352021-07-22 17:35:46Sustainable anchoring of change processes in the university context
https://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webp00Proceedingshttps://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webpProceedings2020-12-20 05:59:072021-07-22 17:35:55Poster: The Special Mentoring Concept at THM
Greg Auhl,* Denise Wood, and Sally McCarthy, Division of Learning & Teaching, Charles Sturt University, Australia
Abstract
Developing quality
programs in higher education, across international jurisdictions, is becoming
more challenging as a variety of stakeholders demand greater input into
curriculum development processes. These multiple stakeholders include
professional bodies, governments, ‘consumers’ of higher education qualifications
and institutional requirements themselves. This paper will examine what
constitutes quality in program design and how integrating standards can drive
quality program development. It will further describe a process to drive what
the authors describe as both internal (within course/subject) and external
(within program) alignment to intentionally design programs that meet both
quality markers and the requirements of stakeholders.
(NB: In preparing this paper, every attempt has been made to use
internationally recognised terminology. At the authors’ home institution in
Australia, a “course” is a “program/qualification.” Individual units are
designated as “subjects,” which equate in many institutions to “courses,” “units,”
or “modules”).
https://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webp00Proceedingshttps://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webpProceedings2020-07-27 08:21:252021-05-08 04:54:51The Development of Quality Programs in Higher Education
Saroj Bala* and Lisha Malhotra, Pearl Academy, India
Abstract
There is a danger of traditional
crafts losing their value as the technology occupies more space in the Indian education
system. How can traditional crafts be taught in innovative ways to make them
attractive to the young generation? After all, this is the generation which has to
take forward the rich craft heritage of India. The paper will explore
various avenues of bringing younger students into contact with that heritage,
including the hand-painted “kalamkari” pictures
and narration of stories, keeping in view the “essence” and “fragrance” of craft. Craft education at an early
age can stimulate creative thinking and contemporary application. It deserves and requires our support if it is
to survive.
Key
Words :artisans,
kalamkari, education, heritage, crafts
https://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webp00Proceedingshttps://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webpProceedings2020-07-27 08:19:202021-05-08 04:54:51Transforming Minds — Interactive Craft Education in India
Laura
Ennis,* Information Services, Edinburgh Napier University, Scotland
Abstract
Faculty
Learning Communities (FLC) are formal, time-bound, and selective communities
that encourage collaborative enhancement of teaching and learning. Based on the
model developed by Milton D. Cox (2004), the
first FLC at Edinburgh Napier University was founded in 2018 intending to
explore the ways in which staff could support each other throughout the
institution. This paper reflects on the activities of the FLC participants and
uses these to explore potential barriers to successful participation in future
FLCs.
Keywords:
faculty learning communities, professional development, higher education
https://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webp00Proceedingshttps://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webpProceedings2020-07-27 08:14:432021-05-08 04:54:51Transitioning Points of View: Participating in a Faculty Learning Community at Edinburgh Napier University
Elke Hemminger,* Department of Sociology/Social Work, Ruhr University Bochum, Germany
Michael Waltemathe, Department of Protestant Theology, Ruhr University Bochum, Germany
Abstract
A lack of science and technology awareness impairs students in the
humanities and social sciences in their participation in social discourse about
science and technology. However, students express the wish that innovative
technology, science and interdependencies with society should be addressed as a
topic in their university studies. Closing the gap between students
expectations, societal needs and the reality of university education proves
difficult, as addressing these topics in university courses in the humanities
and social sciences is a complex challenge. A novel university teaching program
based on empirical data has been designed and tested to address this issue.
Keywords: science
and technology awareness, STEM subjects, interdisciplinary
https://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webp00Proceedingshttps://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webpProceedings2020-07-27 08:11:232021-05-08 04:54:51Stem Education Reversed: Enhancing Science and Technology Awareness in Social Science and Humanities Students
Michael Kwanashie,* Department
of Economics, Ahmadu Bello University,
Nigeria
Helen Kwanashie, Department of Pharmacology and Therapeutics, Ahmadu Bello University, Nigeria
Abstract
In an attempt to revamp the
Adviser-Advisee Scheme at Ahmadu Bello University, a pilot study was conducted
to unearth the challenges experienced by Faculty (advisers) and Students
(advisees) operating the scheme, as well as suggestions for its improvement.
Online search on Academic Advising was undertaken to ascertain best practices
across continents. Against this backdrop, the Adviser-Advisee Scheme (AAS) at
Ahmadu Bello University (ABU) was evaluated using primary and secondary data,
obtained via quantitative and qualitative methods. The results identified
challenges facing ABU’s AAS and possible solutions, including as these relate
to students and faculty transitioning to learning in today’s digital age in an
LDC. Despite diversities, conferees were invited to share their institutional
and personal experiences of academic advising, and so enriched the strategy
that was eventually proposed by the authors as the way forward for the AAS at
ABU.
https://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webp00Proceedingshttps://iutconference.com/wp-content/uploads/2025/12/iut-type-banner-vector-object-2026.webpProceedings2020-07-27 08:08:182021-05-08 04:54:51Academic Adjustment and Maladjustment: An Assessment of Ahmadu Bello University’s Adviser-Advisee Scheme
2021 Paper: Engaging with Educational Research: Five Ideas from the Literature to Improve Student-Faculty Collaboration
/in 2021 Papers2021 Keynote 1: Embedding Positive Education in University Teaching
/in 2021 KeynotesPoster: A research project in the first semester
/in 2019 ProceedingsRead more
Sustainable anchoring of change processes in the university context
/in 2019 ProceedingsRead more
Poster: The Special Mentoring Concept at THM
/in 2019 ProceedingsRead more
The Development of Quality Programs in Higher Education
/in 2019 ProceedingsGreg Auhl,* Denise Wood, and Sally McCarthy, Division of Learning & Teaching, Charles Sturt University, Australia
Abstract
Developing quality programs in higher education, across international jurisdictions, is becoming more challenging as a variety of stakeholders demand greater input into curriculum development processes. These multiple stakeholders include professional bodies, governments, ‘consumers’ of higher education qualifications and institutional requirements themselves. This paper will examine what constitutes quality in program design and how integrating standards can drive quality program development. It will further describe a process to drive what the authors describe as both internal (within course/subject) and external (within program) alignment to intentionally design programs that meet both quality markers and the requirements of stakeholders.
Keywords: Quality course design; integrated standards; internal/external alignment; intentional design
*Corresponding author. Email: gauhl@csu.edu.au
(NB: In preparing this paper, every attempt has been made to use internationally recognised terminology. At the authors’ home institution in Australia, a “course” is a “program/qualification.” Individual units are designated as “subjects,” which equate in many institutions to “courses,” “units,” or “modules”).
Read moreTransforming Minds — Interactive Craft Education in India
/in 2019 ProceedingsSaroj Bala* and Lisha Malhotra, Pearl Academy, India
Abstract
There is a danger of traditional crafts losing their value as the technology occupies more space in the Indian education system. How can traditional crafts be taught in innovative ways to make them attractive to the young generation? After all, this is the generation which has to take forward the rich craft heritage of India. The paper will explore various avenues of bringing younger students into contact with that heritage, including the hand-painted “kalamkari” pictures and narration of stories, keeping in view the “essence” and “fragrance” of craft. Craft education at an early age can stimulate creative thinking and contemporary application. It deserves and requires our support if it is to survive.
Key Words : artisans, kalamkari, education, heritage, crafts
*Corresponding author. Email: saroj.bala@pearlacademy.com
Read moreTransitioning Points of View: Participating in a Faculty Learning Community at Edinburgh Napier University
/in 2019 ProceedingsLaura Ennis,* Information Services, Edinburgh Napier University, Scotland
Abstract
Faculty Learning Communities (FLC) are formal, time-bound, and selective communities that encourage collaborative enhancement of teaching and learning. Based on the model developed by Milton D. Cox (2004), the first FLC at Edinburgh Napier University was founded in 2018 intending to explore the ways in which staff could support each other throughout the institution. This paper reflects on the activities of the FLC participants and uses these to explore potential barriers to successful participation in future FLCs.
Keywords: faculty learning communities, professional development, higher education
*Corresponding author: Email: l.ennis@napier.ac.uk
Read moreStem Education Reversed: Enhancing Science and Technology Awareness in Social Science and Humanities Students
/in 2019 ProceedingsElke Hemminger,* Department of Sociology/Social Work, Ruhr University Bochum, Germany
Michael Waltemathe, Department of Protestant Theology, Ruhr University Bochum, Germany
Abstract
A lack of science and technology awareness impairs students in the humanities and social sciences in their participation in social discourse about science and technology. However, students express the wish that innovative technology, science and interdependencies with society should be addressed as a topic in their university studies. Closing the gap between students expectations, societal needs and the reality of university education proves difficult, as addressing these topics in university courses in the humanities and social sciences is a complex challenge. A novel university teaching program based on empirical data has been designed and tested to address this issue.
Keywords: science and technology awareness, STEM subjects, interdisciplinary
*Corresponding author. Email: hemminger@evh-bochum.de
Read moreAcademic Adjustment and Maladjustment: An Assessment of Ahmadu Bello University’s Adviser-Advisee Scheme
/in 2019 ProceedingsMichael Kwanashie,* Department of Economics, Ahmadu Bello University, Nigeria
Helen Kwanashie, Department of Pharmacology and Therapeutics, Ahmadu Bello University, Nigeria
Abstract
In an attempt to revamp the Adviser-Advisee Scheme at Ahmadu Bello University, a pilot study was conducted to unearth the challenges experienced by Faculty (advisers) and Students (advisees) operating the scheme, as well as suggestions for its improvement. Online search on Academic Advising was undertaken to ascertain best practices across continents. Against this backdrop, the Adviser-Advisee Scheme (AAS) at Ahmadu Bello University (ABU) was evaluated using primary and secondary data, obtained via quantitative and qualitative methods. The results identified challenges facing ABU’s AAS and possible solutions, including as these relate to students and faculty transitioning to learning in today’s digital age in an LDC. Despite diversities, conferees were invited to share their institutional and personal experiences of academic advising, and so enriched the strategy that was eventually proposed by the authors as the way forward for the AAS at ABU.
Keywords: academic advising, adviser, advisee, student-faculty collaboration, student preparedness
* Corresponding author. Email: mike.kwanashie@gmail.com
Read more