Pedagogy in Environmental Science for Nonscience Students in Higher Education of Southern Philippines

2010 ◽  
Vol 6 (2) ◽  
Author(s):  
Bernadete I Del Rosario
Keyword(s):  
Higher Education ◽  
Environmental Science ◽  
Nonscience Students

Reorienting Agricultural Education System in India

2020 ◽  
Vol 7 (03) ◽  
Author(s):  
UMESH SRIVASTAVA
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Agricultural Education ◽  
Environmental Science ◽  
Computer Application ◽  
Global Knowledge ◽  
National Education ◽  
National Education Policy ◽  
The Government

In order to revitalize Indian education system, the Government of India has recently approved National Education Policy-2020 (NEP-2020) and proposed sweeping changes including opening up of Indian higher education to foreign universities, dismantling of the UGC and the AICTE, introduction of a 4-year multidisciplinary undergraduate program with multiple exit options, and discontinuation of the M Phil program. It aims at making ‘India a global knowledge superpower’. In the light of National Education Policy-2020, agricultural education system needs to be redefined in India as it increases knowledge or information and farmer’s capacity to learn. As the level of agricultural education increases, farmers will become more and more self-reliant and will depend more on their self-studies dealing with farming. It is suggested that reorientation of agricultural higher education in context of globalization, food security, diversification, sustainability of ecosystems, and agribusiness is necessary. The curriculum of agricultural higher education needs to be made more broad based and manpower has to be trained scientifically in topics such as biotechnology, genetic engineering, agro-meteorology, environmental science, agro-ecology, computer application, information technology, conservation of natural and human resources, specialized job-oriented courses, and trade and export in agribusiness. Finally, adequate emphasis should be placed on practical skills and entrepreneurial capabilities among the students to achieve excellence. To properly address the challenges faced by today’s Indian agriculture, competent human resource in sufficiently large numbers would be required in the near future. There is a vast scope for young graduates to undertake agriculture as their profession which is directly or indirectly contributing to the economic and social development of the country.

scholarly journals Training Data: How can we best prepare instructors to teach data science in undergraduate biology and environmental science courses?

2021 ◽  
Author(s):  
Nathan Emery ◽  
Erika Crispo ◽  
Sarah R. Supp ◽  
Andrew J. Kerkhoff ◽  
Kaitlin J. Farrell ◽  
...  
Keyword(s):  
Higher Education ◽  
Data Science ◽  
Environmental Science ◽  
The United States ◽  
Training Data ◽  
Quantitative Literacy ◽  
Career Stage ◽  
Student Background ◽  
Institutions Of Higher Learning ◽  
Barriers To Teaching

AbstractThere is a clear and concrete need for greater quantitative literacy in the biological and environmental sciences. Data science training for students in higher education necessitates well-equipped and confident instructors across curricula. However, not all instructors are versed in data science skills or research-based teaching practices. Our study sought to survey the state of data science education across institutions of higher learning, identify instructor needs, and illuminate barriers to teaching data science in the classroom. We distributed a survey to instructors around the world, focused on the United States, and received 106 complete responses. Our results indicate that instructors across institutions use, teach, and view data management, analysis, and visualization as important for students to learn. Code, modeling, and reproducibility were less valued by instructors, although there were differences by institution type (doctoral, masters, or baccalaureate), and career stage (time since terminal degree). While there were a variety of barriers highlighted by respondents, instructor background, student background, and space in the curriculum were the greatest barriers of note. Interestingly, instructors were most interested in receiving training for how to teach code and data analysis in the undergraduate classroom. Our study provides an important window into how data science is taught in higher education as well as suggestions for how we can best move forward with empowering instructors across disciplines.

Reflective Critical Thinking Skills of Student Leaders inHigher Education Institutions for Development

2021 ◽  
Vol 17 ◽  
pp. 418-428
Author(s):  
Ethel Reyes-Chua ◽  
Noel R. Navigar ◽  
Mark Jayson M. Campaña ◽  
Roselyn A. Ymana ◽  
Randy Joy M. Ventayen ◽  
...  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Environmental Education ◽  
Environmental Science ◽  
Student Leadership ◽  
Thinking Skills ◽  
Student Leaders ◽  
Critical Thinking Skills ◽  
General Importance ◽  
Intervention Activity

The Higher Education plays an important role in the Financial Development, in Economic Growth and in the Environmental Science. The purpose of the study is to train student leaders to become reflective and critical thinkers in their environment. There is a need for an intervention by student leaders in higher education institutions on environmental education. Thus, a seminar-workshop that will improve student leadership and critical thinking capabilities is a smart approach. This research aimed to describe the strategies for the recognition and realistic implementation of reflective critical thinking skills to students in their studies, their families and the community or environment. It also aimed to bring out the general importance of environmental education in their life as students. This study uses a qualitative method using critical analysis and survey. Graphical, ranking, and tabular techniques were also used to present the results. This was attended by 40 student leaders who engaged in the intervention activity. The data obtained has been summarized and analyzed. As a result, the different methods were ranked accordingly when determining areas for development. In the end, the researchers have come up with a Reflective Critical Thinking Cycle in Environmental Education that can be used and extended to oneself, the family, and the society. The research findings based on the intervention should be consistently done to show students how to balance academic and extra-curricular activities and in dealing with their environment

scholarly journals Sustainable Management of Digital Transformation in Higher Education: Global Research Trends

2020 ◽  
Vol 12 (5) ◽  
pp. 2107 ◽  
Author(s):  
Emilio Abad-Segura ◽  
Mariana-Daniela González-Zamar ◽  
Juan C. Infante-Moro ◽  
Germán Ruipérez García
Keyword(s):  
Higher Education ◽  
Sustainable Management ◽  
Environmental Science ◽  
New Technologies ◽  
Technological Development ◽  
Scientific Productivity ◽  
Research Area ◽  
Digital Transformation ◽  
The Usa ◽  
Global Research

Digital transformation in the education sector has implied the involvement of sustainable management, in order to adapt to the changes imposed by new technologies. Trends in global research on this topic have been analyzed and studied, during the 1986–2019 period. To achieve this purpose, a bibliometric study of 1590 articles from the Scopus database has been applied. The results provided data on the scientific productivity of authors, journals, institutions, and countries that contribute to the development of this research area. The evidence reveals an exponential trend, with special interest in the last five years. The main categories are Social Sciences and Environmental Science. The most productive journal is Sustainability. The author with more articles is Mulder, from The Hague University of Applied Sciences. The most productive institution is Delft University of Technology. The USA is the country with the most academic publications and international collaborations in its studies. The main keywords used in the articles are “sustainability”, “sustainable development”, “higher education”, “innovation”, “technology”, “environmental technology”, “technological development”, and “environmental management”. Global research has followed a growing trend, with optimal publication levels in recent years.

scholarly journals Not All Are Created Equal

2016 ◽  
Vol 4 (5) ◽  
pp. 92-108
Author(s):  
Aldemaro Romero ◽  
Michael Nate
Keyword(s):  
Higher Education ◽  
North Dakota ◽  
Rhode Island ◽  
Environmental Science ◽  
Environmental Studies ◽  
Absolute Number ◽  
Institutions Of Higher Education ◽  
Environmental Programs ◽  
The Creation ◽  
Unifying Principles

Environmental academic programs in U.S. institutions of higher education have traditionally lacked definition of their nature and unifying principles.  In order to ascertain how these programs are presently constituted in U.S. institutions of higher education, we surveyed 1050 environmental programs/departments between November 2013 and March of 2014.  The states with the highest number of those programs/departments were New York (100), Pennsylvania (92), California (76), Ohio (56), Massachusetts (54), while those with the lowest numbers are Oklahoma, and Utah (4), Delaware (3), Arkansas, Hawaii, South Dakota, and Wyoming (2), North Dakota (1), and Idaho (0).  However, when the state population is taken into account and the number of programs per 1,000,000 inhabitants is calculated, the results vary greatly for the ones that were at the top in absolute numbers but remain basically the same for those that were at the bottom in absolute number.  Thus, the states with the highest number of programs/departments per 1,000,000 inhabitants are Vermont (30.364), Montana (15.160), Maine (15.056), the District of Columbia (14.957), Alaska (14.080), and Rhode Island (10.451), and at the bottom we find Idaho (0), Arkansas (0.686), Oklahoma (1.066), Texas (1.352), Florida (1.436), Utah (1.447), Hawaii (1.470), and North Dakota (1.487). The names Environmental Science and Environmental Studies are, by far, the most common ones being applied to these programs, accounting for 52.40% of the programs in our study.  Environmental programs are also housed in departments of Biology/Ecology/Conservation (9.93%), Policy/Analysis/Planning (7.19%), and Geology (4.79%).  Between 1900 (the year of the first program was created) and 1958, only 14 programs were established.  For the period 1959-1999, there is a dramatic increase in the number of programs.  There are two big "waves" in the creation of programs:  one between 1965 and 1976 (with a high peak in 1970) and another starting 1988 and, probably, continuing to this date, with a peak in 1997.  Representatives of the programs surveyed cited students and faculty demand and job market opportunities as the most common reasons behind the creation of these programs. The high diversity of names and emphases found in this study is consistent with the premise that Environmental Studies is a field where there is a lack of unifying principles and clarity of what environmental studies programs should be.

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