scholarly journals RFP: Request for Pedagogy

2019 ◽  
Author(s):  
Irene Hwang ◽  
Keyword(s):  
Case Studies ◽  
Professional Practice ◽  
Current Practice ◽  
Practical Work ◽  
Architectural Practice ◽  
Compact Case ◽  
Core Course ◽  
Scholarly Pursuit ◽  
Teaching Professional

As the professional reality of architectural practice has radically transformed in the last decade, the teaching of professional practice as a core course has remained static for four times as long. Even while current practice explodes into many different innovative models and methods, the teaching of professional practice has hardly budged. We must turn our focus to a new tertiary, the territory between the historical binary of the scholarly pursuit of the academy and the practical work of the profession. To that end, this paper presents a new mindset for teaching professional practice by unpacking piloted methods and concepts through five compact case studies: 1) First Day of Class: Setting the Tone for Engagement 2) Syllabus: The Importance of Transparency 3) Writing The Syllabus: The Importance of Transparency 4) Curricular Value: Why Credits Matter 5) RFP: Request for Pedagogy

“Seven Fallacies in Architectural Culture”

2006 ◽  
Vol 31 (2) ◽  
pp. 5-11
Author(s):  
Douglas Kelbaugh
Keyword(s):  
Professional Practice ◽  
Environmental Sustainability ◽  
Social Equity ◽  
Media Technology ◽  
Architectural Practice ◽  
The World ◽  
The Media ◽  
Progressive Force

As an architect and educator I worry about the intellectual and pragmatic challenges that currently bedevil architectural practice and pedagogy. There are at least seven design fallacies that in various combinations permeate professional practice and studio culture at most schools of architecture. Some are self-imposed and tractable; others are less easily addressed because they are externally driven by the media, technology, globalization and capital. Some are about form-making; others are about social equity and environmental sustainability. All seven are deeply embedded in our architectural psyches. Changing them will not be easy, but change them we must if we want to recuperate architecture and urbanism, as well as invigorate them as a more positive and progressive force in the world.

scholarly journals Imitate: Remediating Glass as an Artistic Medium for Material Imitation

Arts ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 30
Author(s):  
Jessamy Kelly
Keyword(s):  
Case Studies ◽  
Current Practice ◽  
Material Testing ◽  
Artistic Practice ◽  
Practice Based Research ◽  
Artistic Medium ◽  
Unique Ability ◽  
Precious Stones

Glass has a unique ability to imitate other materials; cross-pollinating with other disciplines to refresh and recreate itself. The creative possibilities of creating glass that imitates other materials such as ceramic, paper, metal, wood, stone, plastic and semi-precious stones are vast. The assertion of this paper is that the use of imitation is a necessary and definitive act within creative artistic practice. Following a range of historical examples to set the context for this article, a range of contemporary glass artists that use glass as a medium for imitation will be introduced and documented through a series of artists case studies. Finally, I will present my current practice-based research into glass as a medium for imitation. I will discuss the material testing and research that has been carried out and introduce two new bodies of artworks that I have developed based on the theme of glass as an artistic medium for material imitation.

scholarly journals An Astronomy Degree Course in the U.K.: Syllabus and Practical Work

1990 ◽  
Vol 105 ◽  
pp. 11-22 ◽  
Author(s):  
M.M. Dworetsky
Keyword(s):  
Higher Education ◽  
Current Practice ◽  
Practical Work ◽  
Education Systems ◽  
University System ◽  
England And Wales ◽  
Higher Education Systems ◽  
The University

What is the purpose of an astronomy degree? Why should students wish to take such a course? What will they do after graduation? In what way would such a course uniquely differ from a physics degree with a little astronomy tossed in? And given that we are called upon to provide such a course, what syllabus might we teach? These are some of the questions that occurred to me as I was preparing this paper.One obstacle to giving clear answers is that the higher education systems of various countries differ greatly in structure. As one who was trained in one system (U.S.A.) and who teaches in another (U.K.), I am perhaps in a better position than most to appreciate the differences in approach, and to weigh the advantages and shortcomings of each system. But, as Shakespeare’s Dogberry said, “Comparisons are odorous,” and I do not propose to do this! What I describe refers to current practice in the university system of England and Wales, and I will use my own institution’s long-standing astronomy degree as an example.

Changing Communities

2017 ◽  
Author(s):  
Marjorie Mayo
Keyword(s):  
Public Policy ◽  
Social Justice ◽  
Social Class ◽  
Case Studies ◽  
Professional Practice ◽  
Urban Redevelopment ◽  
Original Research ◽  
Community Arts ◽  
Story Telling

This book brings theoretical understandings of migration and displacement (including displacement as a result of urban redevelopment programmes) together with empirical illustrations of the varying ways in which communities respond. These responses can be negative, divisive and exclusionary. But responses to migration and displacement can also be positive and mutually supportive, building solidarities both within and between communities, whether locally or transnationally. Drawing upon original research, the book includes case studies from varying international contexts, illustrating how different communities respond to the challenges of migration and displacement. These include examples of responses through community arts – such as poetry, story-telling and photography, exploring the scope for building communities (including transnational, diaspora communities) of solidarity and social justice. The concluding chapters identify potential implications for public policy and professional practice, aiming to promote communities of solidarity, addressing the structural causes of widening inequalities, taking account of different interests, including those related to social class, gender, ethnicity, ability and age.

A Critical Discussion of the Use of Antiseptics in Acute Traumatic Wounds

2005 ◽  
Vol 95 (2) ◽  
pp. 148-153 ◽  
Author(s):  
Robert G. Smith
Keyword(s):  
Patient Outcome ◽  
Cell Culture ◽  
Wound Healing ◽  
Case Studies ◽  
Emergency Departments ◽  
Current Practice ◽  
Human Case ◽  
Critical Discussion ◽  
Scientific Study ◽  
Potential Harm

Approximately 10 million patients with traumatic wounds are treated in US emergency departments annually. The practice of wound cleansing or antiseptic management has a dichotomous history anchored in tradition and science. The merits of antiseptic fluid irrigation of traumatic wounds have received little scientific study. The purpose of this article is to critically evaluate the potential harm to patient outcome by the use of antiseptics on acute wounds. First, animal and cell culture data that describe the effects of topical antiseptics on wound healing are offered. Second, human case studies are presented to illustrate the potential harm of the indiscriminate use of antiseptics. Finally, data from previously published reviews are presented and evaluated for clinically based evidence to justify the current practice of antiseptic use in acute traumatic wounds. (J Am Podiatr Med Assoc 95(2): 148–153, 2005)

scholarly journals Entailing Professional Training and Thesis Development. An Innovation Experience at Universidad SEK Chile

2020 ◽  
Author(s):  
Tulio Barrios Bulling
Keyword(s):  
Professional Practice ◽  
Professional Training ◽  
Innovation Process ◽  
English Department ◽  
Qualitative Information ◽  
Strong Bond ◽  
English Students ◽  
And Training ◽  
Teaching Professional

Teaching professional practice and thesis development are usually two independent and unrelated processes. However, some concerns arose at Universidad SEK (USEK) Chile Department of English. Students declared to be overloaded and that working on their theses did not contribute to solving real in-class problems. Professors considered that training was not achieving all the expected results and that theses quality of some students were below expectations. To address these concerns, the English department decided to create a direct and strong bond between these two vital processes through Action Research (AR). Studying this innovation process appears to be relevant as it may lead to a better understanding of its impact and the complexities involved. Consequently, the author aims to value the results of this innovation after five years of its implementation. How do involved agents such as students, professors, supervisors, and mentors ponder this experience? Qualitative information gathered through interviews evidenced some contentment regarding thesis and training improvement, a decrease in the students’ overload perception, renewed motivation, and a positive thesis-training connection. Despite this promising perception, there are still some pending challenges, such as enhancing the spreading of the innovation and the quality of the feedback provided to school mentors.

scholarly journals From specialized to core course in Telecommunications degree: Experiences from digital electronic design and verification

2019 ◽  
Author(s):  
Antonio Martínez ◽  
Alejandro Liberos ◽  
Jose M. Monzo ◽  
Marcos Martinez ◽  
Jorge Daniel Martinez ◽  
...  
Keyword(s):  
Professional Practice ◽  
Communication Systems ◽  
Graduate Program ◽  
Project Based Learning ◽  
Digital Systems ◽  
Integrated Education ◽  
Digital Electronics ◽  
Core Subject ◽  
Core Course ◽  
Study Plan

The European Higher Education Area (EHEA) defines the competences for professional practice of a Telecommunications Engineer. The School of Telecommunication Engineering of the Universitat Politècnica de València (Valencia, Spain) provides an integrated education program consisting of  a Graduate (GITST) + Master (MUIT). The GITST course offers four specialization tracks: Electronics, Telematics, Communication Systems and Multimedia for the proper acquisition of knowledge and competences of the future Telecommunications Engineers. In 2018, the graduate program has implemented a structural change in the organization of subjects for reinforcing important skills, in which a course on digital electronics design and verification (Integration of Digital Systems, ISDIGI) has been transformed into a core subject of the study plan. In this paper, we describe the methodology and adaptation of ISDIGI (i.e. a project-based learning intermediate HDL course that includes design and verification abilities) to the new GITST Curriculum. In addition, this paper describes the process of moving from specialized to core subject.

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