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Comparative Study: Critical Thinking Skills Of Western Philosophy Versus Non-Western Philosophy Students
No full textThe number of non-western students migrating to western countries for higher education is increasing every year. They suffer from stereotypes and often perceived as non-critical thinkers. However, it is not the lack of critical thinking skills, rather it is the lack of understanding of the different approaches and different styles of practicing critical thinking skills by non-western learners. The purpose of this qualitative study was to compare the perception of critical thinking skills of students who studied Indian philosophy with those who studied western philosophy, and to understand the commonalities and differences in students thinking processes and the approaches adopted by these philosophy programs to train their students in CTS. This study compared undergraduate students of Indian philosophy (Nyaya) with western philosophy students from India. The research methodology selected for this study was a phenomenological qualitative method. This study focused on exploring the experience of students regarding the methods used by western and Indian philosophy teaching in India that would contribute to enhancing the critical thinking skills of learners. The participants were interviewed through Zoom and the interview data were analyzed using constant comparative analysis; the three stages are open coding, axial coding, and selective coding. A total of 12 participants, six from the western philosophy group studying for a BA in Philosophy from Kerala Verma College, and the other six participants from the Nyaya philosophy group studying BA Nyaya Philosophy from Sree Sankaracharya University of Sanskrit, (both colleges are from Kerala, India) agreed to participate in this study. They all had completed their final year exams and were waiting for their results. They were all enrolled in a three-year BA program. The medium of instruction for both groups of students was English and the regional language. The regional language in both colleges, which are located in Kerala, is Malayalam. All participants from the NP group preferred to have a translator and answered in Malayalam to the translator. The translator translated the questions to the participants and translated the participants answers in English during the interview. The common themes that emerged after data analysis of students enrolled in Western Philosophy were that the one, participants felt Western philosophy was relevant and relatable when compared to Indian philosophy. Two, participants defined critical thinking skills in western philosophy as solving social problems. Finally, three, according to participants the outcome of western philosophy is the ability to make decisions. The themes that evolved after analyzing the interview data of final-year students enrolled in the Nyaya philosophy program were three themes. First, participants felt Nyaya philosophy was suited for self-questioning. Second, participants defined critical thinking in Nyaya philosophy as raising voice against wrong. Third, participants viewed outcomes of Nyaya philosophy as similar skills (analysis, evaluation, decision making), but with the purpose of being moral. Although this study was able to provide insight into the difference in the perception of students enrolled in western philosophy and Nyaya philosophy on critical thinking skills, nonetheless, further studies can help in understanding the reasons behind those perceptions and actual methodologies that helped in shaping students perception towards critical thinking skills based on teaching practices
Pleistocene Nutrient And Sediment Burial In The Agulhas Current: Links To Regional And Global Climate Variability
No full textThe Agulhas Current is one of the strongest currents in the southern hemisphere and is responsible for the transport of waters along the southeastern coast of Africa. The sediment load of the Agulhas Current and its interactions with other water masses in the region are essential to primary productivity along Africas southern coast. Despite this importance, there are still many discrepancies in our understanding of how sediment burial and nutrient variability have been impacted by regional and global changes in climate. The focus of this research is to explore the connections between climate and elemental burial from the Pleistocene through the Holocene, with an emphasis on phosphorus and metal burial over the last 1.1 mya. Two ocean sediment cores from the International Ocean Discovery Program (IODP) Expedition 361 were selected based on their proximity to the Agulhas Current. Site U1474 lies within the flow of the current, while Site U1479 lies within the Agulhas Ring Corridor, outside of its direct influence. Different downcore elemental concentrations were collected using a combination of X-Ray Fluorescence (XRF) and UV-Visible Spectroscopy. Site U1474 displayed strong dependence on southeastern African hydroclimate changes and orbitial eccentricity. Site U1479 also displayed dependence on these processes, in addition to changes in the strength of Agulhas Leakage and glacial-interglacial variability. Additionally, we explore the teleconnections between both core sites and how processes upstream can affect productivity and terrigenous burial dynamics downstream
To Thine Own Self Build True: Institutional Mission As Expressed In The Built Environment
No full textThe purpose of this study was to examine how institutional mission is expressed in the physical environment. Theoretical frameworks from institutional identity, campus ecology, and organizational strategy literature inform the paradigm of this inquiry. Content analysis was utilized to examine the mission statements and campus master planning documents of ten small, independent, colleges located across the United States. This methodology accounts for the examination of written text as well as additional content such as images, graphics, and sketches utilized to communicate information. The analysis of institutional mission statements resulted in seven themes: (a) liberal arts, (b) residential education, (c) undergraduate education, (d) academic excellence, (e) personal and civic responsibility, (f) global, diverse, and interconnected world, and (g) size. When each institutions campus master plan was examined through the lens of mission themes, mission fulfillment was found in the following areas: (a) academics, (b) stewardship, (c) engagement, (d) size, and (e) mission extension. This study connects institutional identity and campus ecology with organizational strategy – specifically campus master planning. The implications of this study contribute future practice recommendations for consideration to higher education administrators. First, mission-centric development of the campus physical environment is possible. Institutions can be guided by mission statements in their development and resistance to external influences. Second, clear and specific language in mission statements aids in their implementation. Articulating distinct characteristics provides clarity of an institutions purpose and aims for use by administrators in decision-making and to constituents in their distinguishment of institutions from one another
Evaluating Beyond the Ivory Tower: Lessons Learned from the Scholars Program
No full textThe University of Minnesota Extension Scholars Program is a competency-based, multidisciplinary, cohort-based faculty development program offering a “Learning Circle” grounded in adult learning theory paired with funding for community-engaged research. It aims to build capacity for community-engaged scholarship, catalyze institutional support, and benefit community partners. This article reports on the program evaluation of the first Scholars Program cohort and offers recommendations for future programs, as well as insights regarding evaluation of higher education community engagement efforts
Community Engagement Initiative: Academia Partnering with the Health Department and Community Agencies for Change
No full textThe Community Engagement Initiative developed at the University of South Florida, College of Public Health illustrates the importance of developing partnerships between academia, health departments, and community agencies to build capacity and expand the cadre of researchers equipped with skills in community organization, community participation, constituency development, capacity building, community empowerment, and coalition building. A case study of Champions for Children is provided to demonstrate how the initiative functioned in a realworld environment
Working to Improve the Quality of Care for Young Children in One Community Organization
No full textThis study examines a partnership effort between researchers and one community organization to improve childcare. The results of the study indicate that facility changes were made that improved the quality of the physical environment, but that little or no changes were observed in the areas of personal care, adult-child interactions, or peer interactions. Based on the results, the researchers and childcare director extended their partnership in order to continue working together toward making improvements
Housing Assessment Using Geographic Information Systems (GIS): A Case Study of Community Engagement from Grand Rapids, Michigan
No full textAfter the 2008 housing loan crisis, many houses were foreclosed/abandoned in Michigan, and specifically Grand Rapids (GR). Our study provides a collaborative and scalable model for collecting parcel-level housing data, in a southeast GR neighborhood within 15 U.S. Census Blocks. Grand Valley State University Geography faculty and students partnered with the Seeds of Promise organization/residents by using GIS/sidewalk visual observation to assess housing vacancy and evaluation of physical conditions to better understand the current housing conditions
Lessons Learned from Faculty Service-Learning Mentoring
No full textService-learning that targets issues of injustice within a community shares the goal with institutions of higher education of helping students become transformational citizens who deeply question and try to change unjust and ineffective social systems. Unfortunately, challenges to growing and sustaining service-learning pedagogy at institutions of higher education are many. This project discusses challenges and makes recommendations based on a pilot mentoring program at an urban, four-year university in the Northeast for faculty interested in integrating service- learning into their curriculum