Mindfulness at Metropolitan Universities

2019 ◽  
Vol 2019 (161) ◽  
pp. 33-43
Author(s):  
Kristi Archuleta ◽  
Christopher T. Jennings ◽  
Ed Cunliff
Keyword(s):  
Metropolitan Universities

The Contemporary Student Center: Challenges at Metropolitan Universities

NASPA Journal ◽  
2004 ◽  
Vol 41 (3) ◽  
Author(s):  
Wilma J. Henry
Keyword(s):  
Metropolitan Universities ◽  
Student Fees ◽  
Student Center ◽  
New Facility ◽  
New Millennium

As the student center movement—to upgrade, expand, or acquire a new facility—continues in the new millennium, metropolitan institutions, in particular, are finding that their unique circumstances often challenge their ability to keep pace with their nonmetropolitan counterparts. This research presents the results of a study of the role of student fees in funding student center renovation and expansion projects. Findings suggest some differences between metropolitan and nonmetropolitan universities in the planned pace of renovations, although the funding approaches and practices among these types of institutions are not significantly different.

The REACT Collaborative Development Programme: Bringing universities together to enhance student-engagement activities for the ‘hard to reach’

2017 ◽  
Vol 3 (1) ◽  
pp. 40
Author(s):  
Elisabeth Dunne ◽  
Tom Lowe
Keyword(s):  
Student Engagement ◽  
Communities Of Practice ◽  
Best Practice ◽  
Academic Staff ◽  
Development Programme ◽  
Higher Education Funding ◽  
Collaborative Development ◽  
Final Output ◽  
Metropolitan Universities ◽  
Funding Application

As outlined in the funding application to the Higher Education Funding Council for Engagement (HEFCE), the REACT programme was designed to “support the expansion of context-appropriate interventions to at least ten further universities through consultancy, workshops, mentoring of Student Unions and academic staff in other institutions, and working with students and student engagement practitioners to spread the interventions” (REACT, 2015). This aligned with other aims of the bid, including that REACT would: disseminate best practice in relation to the challenge of engaging those outside the usual ambit of Student Engagement (SE) activities; build communities of practice based on strong evidence; and provide consultancy support and proven approaches amongst at least ten UK universities. This paper highlights how the ‘REACT Collaborative Development Programme’ was designed to facilitate these aims, to build momentum and spread practice beyond the core of Winchester, Exeter and London Metropolitan universities. All aspects of the programme are outlined, from the initial ‘Expression of Interest’ to the collaborative process of putting together this issue of JEIPC as a final output of REACT. 

Comparative Racialization: An Introduction

PMLA ◽  
2008 ◽  
Vol 123 (5) ◽  
pp. 1347-1362 ◽  
Author(s):  
Shu-Mei Shih
Keyword(s):  
Critical Theory ◽  
Postcolonial Theory ◽  
The United States ◽  
People Of Color ◽  
Literary Studies ◽  
English Departments ◽  
Extensive Field ◽  
Henry Louis Gates ◽  
Metropolitan Universities ◽  
Comparative Racialization

In the Fall of 2004, members of the MLA committee on the Literatures of People of Color in the United States and Canada felt that it was time to assess the state of the study of race in literary studies as we approached the twenty-year anniversary of the publication of the seminal collection “Race,” Writing, and Difference (1986), edited by Henry Louis Gates, Jr., which contained contributions from some of the most important scholars of race. It may appear that studying race is now largely taken for granted in English departments and that we no longer need to place quotation marks around race to emphasize its constructedness. Many scholars, though, feel a deep sense of anxiety that the situation with regard to race may have been normativized and comfortably compartmentalized but not improved. Intellectual tokenism abounds, as do equivalences between phenotypes and fields of study, with notable exceptions in larger metropolitan universities. For those of us outside English departments, the situation has barely improved. Each discipline has its unique historical baggage, and some are more able to discard their baggage than others, while some have been placed under greater pressure to change. But the truth of the matter is that some are just plain unwilling to acknowledge the significance of race even as they strive to update their disciplines and expand into new areas. In the extensive field of literary studies, it is premature to state that race has arrived, and it is not at all certain that the relation between race and critical theory, so central to the Gates volume, is settled. To a large extent, critical theory continues to see race as exterior to it, transcendent of the theorizations and lived experiences of race. Even though South Asia-based postcolonial theory has geared us to the study of colonialism and its consequent postcolonial complexities, it has also long held a strongly ambivalent relation to race studies.

scholarly journals Equity and the Urban University: Introduction to the Chicago Conference Issue

2019 ◽  
Vol 30 (2) ◽  
Author(s):  
Beatriz Gonzalez ◽  
Howard Rosing
Keyword(s):  
Higher Education ◽  
Urban Areas ◽  
Racial Segregation ◽  
Annual Conference ◽  
Transformative Power ◽  
Urban Institute ◽  
College Degrees ◽  
Critical Issues ◽  
Metropolitan Universities ◽  
Political Act

his 2018 CUMU Annual Conference issue of Metropolitan Universities journal (MUJ) highlights efforts by universities and scholars seeking to engage directly with issues of equity in cities. Reflecting on the conference theme, Partnering for Equity, the City of Chicago offered arguably one of the most sobering and rich contexts for discussing the role of higher education in promoting equity. A 2017 study found the cost of lost income to Chicago’s regional economy due to racial segregation exceeded $4 billion (Urban Institute, 2017, pg. IX). This same study noted an estimated 83,000 college degrees never attained because of racial segregation (Urban Institute, 2017, pg. 40). Chicago, like many urban areas, present the most pressing opportunities and challenges for uncovering and addressing issues of equity. As reflected in the conference presentations and speeches, one of the most important changes in higher education is the growing recognition that social change begins on and around the campus. Paulo Freire posited this view nearly 40 years ago in Pedagogy of the Oppressed, naming education a political act. To fully realize this transformative power of higher education, universities must partner across institutions and sectors to reveal and address critical issues of equity. This is the focus of the work shared at the 2018 CUMU Annual Conference.

scholarly journals education

2020 ◽  
pp. 143-143
Author(s):  
Konstantin Lidin
Keyword(s):  
Educational System ◽  
Professional Training ◽  
Rapid Development ◽  
Architectural Education ◽  
The Internet ◽  
Global Crisis ◽  
Campus Architecture ◽  
Metropolitan Universities ◽  
Worldwide Web

The rapid development of the Internet blurs the geographical concept of province. In the “space of the worldwide web”, centers emerge, become influential and then lose their status so quickly that they simply have no time to become a metropolis. Architectural education experiences these trends to the full extent.The global crisis of the educational system has created a strong demand for distant forms of the professional training; while the coronavirus pandemic has boosted the development of online education.The themes of students’ projects are also changing: provincial cities have become a popular topic for students of metropolitan universities. Even campus architecture is under the pervasive influence of the Internet.The collection of articles devoted to the problems and prospects of the development of architectural education in the new context brings up the topic that will be continued in our next issues.

An Investigation of the Students Attitude towards Introductory Computer Course at Bauchi Metropolitan Universities: An Undergraduates Survey

2017 ◽  
Vol 1 (1) ◽  
pp. 34-49
Author(s):  
Ibrahim Aliyu Gololo
Keyword(s):  
Undergraduate Students ◽  
Positive Attitude ◽  
Primary Data ◽  
Chi Square ◽  
North East ◽  
The North ◽  
Computer Course ◽  
Metropolitan Universities ◽  
Practical Session ◽  
Metropolitan University

This study investigates the students‟ attitude on the introductory computer course at Bauchi Metropolitan University. Bauch State is one of the 36 States in Nigerialocated in the North East Region of the country with only Two Public Universities, ATBU and BASUG. Inboth universities it is mandatory for students to undertake introductory computer course in their first year entry to the university and this research was conductedwith the aim to find out the students attitude toward the computer course as part of the requirement to their studies. This study uses a sample of 300 undergraduate students (male=188, female=110) students. Primary data were utilized where questionnaire was employ as the tool of data collection. Computer attitude related questionnaire was developed and administered to the respondents and retrieved. Frequencies and Percentages was used to analyzed the respondents demographic information and questions asked while the chi-square X2 analysis was employ to test the stated hypothesis. The result of this study shows that students had positive attitude toward introductory computer course as the calculated chi-square X2c 0.253 which is less than the tabulated chi-square X2t of 3.841i.e. X2c < X2t therefore the study conclude that students had significant and positive attitude toward introductory computer course at Bauchi metropolitan university and we recommends that priority attention in terms of computer practical session should be given to students to increase their likeness of the computer and adequate arrangements should be made by universities to ensure students have access to computer and the internet whenever needed within the campus area and this will also mould a positive attitude for students.

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