中美大学社团现状与管理模式比较——以河北工程大学与北卡罗来纳州立大学为例

通过对比河北工程大学和北卡州立大学学生社团的发展现状和管理模式,包括学生社团数目、组成及社团的审批、管理、经费、活动、资源等各个方面,对高校学生社团的发展和管理提出了几点建议。     

改革开放以来我国留日教育政策研究述评

改革开放以来,我国的留日教育迅猛发展。这一时期我国制定的留日教育政策,作为我国留学教育的重要组成部分,大体上既与我国整体留学教育的发展步伐同步,同时也体现出自身的鲜明特性。我国留日教育政策与中日两国关系及日本政府的留学生政策紧密相关,是我国近代留日教育政策的继承与发展。     

Goodbye DIPSW: trends in student satisfaction and employment outcomes. some implications for the new social work award

During the last decade, the University of East London conducted a series of surveys of newly qualified social workers in the UK for CCETSW and the Department of Health. Headed by Dr Karen Lyons and Mary Wallis Jones, the research was carried out in the years 1993–97, 2000 and 2002. The purpose of the surveys was to identify whether qualifying social workers were meeting the needs of employers and whether social work education was meeting the needs of students. This article gives an overview of the results of the surveys which have much to tell us about satisfaction rates of new social workers, gaps in social work education, the relevance of their completed diplomas and their prospective employment options upon completion, over the last decade. This research therefore has much to teach us regarding the policy development of the forthcoming three‐year degree.     

Owning (up to) Reflective Writing in Social Work Education

Reflective learning has an established place within social work education but there has been little debate around the nature and purpose of reflective writing as a distinct genre in the context of written academic assessment. Where writing has been discussed in relation to reflection it has been for the purposes of supporting learning rather than academic assessment. This paper draws upon research undertaken with a group of social work students and tutors at The Open University UK together with the work of Watson, both of which identify student difficulties with reflective writing. Research from the field of academic literacies is presented to open up a debate within social work education about the place of reflective writing as a tool for learning and assessment. In doing so, it shares the experiences of one institution, The Open University UK, of working towards greater clarity in the teaching and assessment of reflective practice through writing.     

Maximizing Student Learning: A Case Example of Applying Teaching and Learning Theory in Social Work Education

Social work is a practising profession and when students undergo a social work undergraduate course they are expected to learn and apply the knowledge, skills and values necessary for their future social work career. As an educator, the challenge exists in determining whether students have learnt the material and are prepared to implement the knowledge, skills and values into practice. Current theories on teaching and learning are useful tools to educators who want to ensure that course units are maximizing students' learning potential. This paper focuses on the application of three established teaching and learning theories implemented in a social work module. The paper begins with an overview of Biggs' theory of Constructive Alignment, Biggs' four levels of understanding/Bloom's Taxonomy, and Race's five factors that underpin successful learning. The paper describes the integration of the theories to a social work undergraduate module through the following four-step process: (1) revisit learning outcomes; (2) determine teaching methods and learning activities; (3) design assessment; and (4) receive feedback/evaluate. The students' learning experiences were positively reflected through their personal learning outcomes, formative feedback and summative feedback, which demonstrated the ability to maximize student learning through the incorporation of teaching and learning theory.     

Social Work Students' Research-Related Anxiety and Self-Efficacy: Research Instructors' Perceptions and Teaching Innovations

The purpose of this mixed methods study was to examine social work research instructors' perceptions of research-related anxiety and research confidence among social work students, and teaching strategies to identify and manage anxiety. A national web-based survey of 186 BSW and MSW social work research instructors was conducted. Many BSW (70%) and MSW (61%) research instructors reported that they used specific activities or approaches to assess or impact upon student anxiety. Qualitative analysis results suggested a teaching model for social work research instructors designed to reduce students' research-related anxiety, including by enhancing their research confidence. Strategies that instructors can use include creating a supportive class climate, providing activities that are emotion-, cognitive-, and action-focused as well as the use of strategic timing. These findings can be used to guide social work research instructors' facilitation of students' attainment of research competencies and help further students' research–practice integration.     

Student debt and wellbeing: a research agenda

ABSTRACT

With levels of student debt unprecedented and rising in many democracies, growing attention has been given by academics and practitioners to its possible effects for student wellbeing. This article makes three contributions to this debate. First, it offers a critical review of literature that considers the relationship of student debt and wellbeing to open up discussion about the dimensions, limitations and possibilities of the field. Second, the paper points to potential avenues for future research about student debt and wellbeing by considering indicative comments made by New Zealand university students as part of a series of in-depth interviews. Third, the article makes a practical contribution to current debates about the tuition ‘fees free’ policy in New Zealand. We argue that developing a more robust understanding of how student debt affects wellbeing may help to broaden and reinvigorate academic and public debate about student debt.     

当代女大学生姓名状况抽样分析

本项研究以四川某高校2010级全体女生姓名为样本,调查分析了当代女大学生姓名中的姓氏、姓名结构、姓名末字、重名等4个方面的情况,以期逐渐丰富人名学的内容和研究方法。     

The student-run public relations firm in an undergraduate program: Reaching learning and professional development goals through ‘real world’ experience

A student-run public relations firm can offer a variety of benefits for an undergraduate program in which there are limited resources for professional involvement by students. The article is a case study that profiles a student-run firm launched in conjunction with a capstone course in a journalism department. Specific learning and professional development goals were established for students, the department, and for clients served by the firm. The article presents a brief summary of successes, along with a discussion of opportunities and challenges. General recommendations are offered for establishing a student-run public relations firm.     

Forecasting enrollments during court-ordered desegregation

Distinctive issues arise when a demographer must forecast enrollments in a context of court-ordered desegregation. The key issue studied here is whether magnet schools have strengthened a district's overall attractiveness to enrollees from outside or merely siphoned students away from other nonmagnet schools within the district, without any real districtwide enrollment gain. To clarify this issue, I analyze patterns of change in grade progression rates over several years as magnet schools were phased in at a large urban school district. Generally, magnet schools induced little actual gain, merely slowing the overall weakening of districtwide retention. These findings furnished an important reality check on the judgment for crafting appropriate forecasting assumptions and the resulting forecast proved reasonably accurate.