Academia

Question

This piglix contains articles or sub-piglix about Academia

Answer 1

Alma mater

Alma mater (Latin: "nourishing/kind", "mother"; pl. [rarely used] almae matres) is an allegorical Latin phrase for a university or college. In modern usage, it is a school or university which an individual has attended, or a song or hymn associated with that school. The phrase is variously translated as "nourishing mother", "nursing mother", or "fostering mother", suggesting that a school provides intellectual nourishment to its students.

Before its modern usage, Alma mater was an honorific title in Latin for various mother goddesses, especially Ceres or Cybele, and later in Catholicism for the Virgin Mary. The source of its current use is the motto, Alma Mater Studiorum ("nurturing mother of studies"), of the oldest university in continuous operation in the Western world: the University of Bologna, founded in 1088. It is related to the term alumnus, denoting a university graduate, which literally means a "nursling" or "one who is nourished".

The phrase can also denote a song or hymn associated with a school.

Although alma (nourishing) was a common epithet for Ceres, Cybele, Venus, and other mother goddesses, it was not frequently used in conjunction with mater in classical Latin. In the Oxford Latin Dictionary, the phrase is attributed to Lucretius' De rerum natura, where it is used as an epithet to describe an earth goddess:

Denique caelesti sumus omnes semine oriundi
omnibus ille idem pater est, unde alma liquentis
umoris guttas mater cum terra recepit (2.991–93)

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Answer 2

Alumni association

An alumni association is an association of graduates or, more broadly, of former students (alumni). In the United Kingdom and the United States, alumni of universities, colleges, schools (especially independent schools), fraternities, and sororities often form groups with alumni from the same organization. These associations often organize social events, publish newsletters or magazines, and raise funds for the organization. Many provide a variety of benefits and services that help alumni maintain connections to their educational institution and fellow graduates. In the US, most associations do not require its members to be an alumnus of a university to enjoy membership and privileges.

Additionally, such groups often support new alumni, and provide a forum to form new friendships and business relationships with people of similar background.

Alumni associations are mainly organized around universities or departments of universities, but may also be organized among students that studied in a certain country. In the past, they were often considered to be the university's or school's old boy society (or old boys network). Today, alumni associations involve graduates of all age groups and demographics.

Alumni associations are often organized into chapters by city, region, or country.

Alumni associations can also include associations of former employees of a business. An alumnus of a company is a person who was formerly employed by it. These associations are growing in popularity and becoming an important part of a personal business network.

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Answer 3

Anti-intellectualism

Anti-intellectualism is hostility towards and mistrust of intellect, intellectuals, and intellectual pursuits, usually expressed as the derision of education, philosophy, literature, art, and science, as impractical and contemptible. Alternatively, self-described intellectuals who are alleged to fail to adhere to rigorous standards of scholarship may be described as anti-intellectuals, although pseudo-intellectualism is a more commonly, and perhaps more accurately, used description for this phenomenon.

In public discourse, anti-intellectuals are usually perceived and publicly present themselves as champions of the common folk—populists against political elitism and academic elitism—proposing that the educated are a social class detached from the everyday concerns of the majority, and that they dominate political discourse and higher education.

Because "anti-intellectual" can be pejorative, defining specific cases of anti-intellectualism can be troublesome; one can object to specific facets of intellectualism or the application thereof without being dismissive of intellectual pursuits in general. Moreover, allegations of anti-intellectualism can constitute an appeal to authority or an appeal to ridicule that attempts to discredit an opponent rather than specifically addressing his or her arguments.

Anti-intellectualism has been used by totalitarian dictatorships to oppress political dissent. Perhaps its most extreme political form was during the 1970s in Cambodia under the rule of Pol Pot and the Khmer Rouge, when people were killed for being academics or even for merely wearing eyeglasses (as it suggested literacy) in the Killing Fields.

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Answer 4

Applied academics

Applied academics is an approach to learning and teaching that focuses on how academic subjects (communications, mathematics, science, and basic literacy) can apply to the real world. Further, applied academics can be viewed as theoretical knowledge supporting practical applications.

Applied Academics is an approach to learning which focuses on motivating and challenging students to connect what they learn with the world they experience and with what interests them. The basic premise is that if academic content is made more relevant, participatory and concrete, students learn better, retain more and apply learning in their lives. Teaching in this model uses hands-on innovative teaching methods sometimes called contextual learning. Teachers help students understand the reasons for studying their subject matter and capitalize on students' natural learning inclinations and problem-solving approaches they can use well beyond the classroom throughout their lives.

Applied Academics is an attempt to break from disconnected learning (where students go to different classes for different subjects for specified periods of time and don't gain a sense of the interconnectedness of learning) that has become a part of traditional approaches to education. This approach attempts to reintegrate learning by doing such things (for example) as teaching math, science, writing, or speech within other contexts such as a learning experience dealing with some form of technology training.

Research in cognitive science has shown that learners are not passive receptacles into which knowledge may be "poured". Learning occurs when the learner constructs, invents, and solves problems. Studies have shown that students taught theoretical principles, processes and skills in isolation without practice do not transfer these skills and knowledge as well to real life situations. Although "learning to know," "learning to do," and their "application" are often separated, there is no effective learning or understanding of one kind without the other two.

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Answer 5

Appreciative advising

Appreciative Advising (AA) is a social-constructivist advising philosophy that provides a framework for optimizing advisor interactions with students in both individual and group settings. The heart and soul of appreciative advising is the organizational development theory of appreciative inquiry that was developed in 1979 by David Cooperrider at Case Western Reserve University. Appreciative advising also draws from the positive psychology, social constructivist theory, and choice theory literature.

Appreciative advising emerged from an article written by Jennifer L. Bloom and Nancy Archer Martin titled "Incorporating Appreciative Inquiry into Academic Advising" that appeared in the online academic advising journal at Penn State, The Mentor, on August 29, 2002. Subsequently, the University of North Carolina at Greensboro (UNCG) began implementing the concepts outlined in the article and began to demonstrate success in terms of student retention. Bryant Hutson and Scott Amundsen at UNCG coined the term "appreciative advising". Bloom, Hutson, and He (2008) wrote the first book, titled The Appreciative Advising Revolution, on the topic. Institutions and academic advisors from throughout the country are now utilizing the appreciative advising approach to guide their advising programs and interactions with students.

In 2012, the University of South Carolina began offering an online Appreciative Advising course as well as a process for certifying appreciative advisers. Building on the success of the Appreciative approach to academic advising, the movement has expanded to other areas, including teaching (appreciative college instruction), orientation, admissions, Greek life, and tutoring. This expansion of the principles of appreciative advising is now known as appreciative education.

The University of South Carolina's Office of Appreciative Education now offers a professional rating for academic advisers: Appreciative Advising Certification. Certified Appreciative Advisors are committed to a standard of excellence in the field of advising and optimizing their students' educational experiences. The certification process includes successful attendance of the Appreciative advising Institute or completion of the appreciative advising course, as well as completed advising rubrics, recommendations, a current CV, and personal advising theory.

The Appreciative Advising Institute was first held in August 2011 in Las Vegas, Nevada. The 2012 Appreciative Advising Institute was held July 28-31 in Charleston, SC. The Institute is intentionally designed to teach participants the theoretical structure of appreciative advising and to provide skills training in implementing this framework. This conference is designed to provide ample opportunity for participants to extend theory to practice. Participants learn how the six phases help both the advisor and advisee optimize their educational experiences. Participants are encouraged and given the opportunity to reflect on their own goals and dreams to optimize their own lives.

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Answer 6

Archivum Rhenanum

The project Archivum Rhenanum - Archives numérisées du Rhin supérieur or "Réseau transfrontalier de sources historiques numérisées : les archives comme mémoire de l’espace du Rhin supérieur et de sa formation" in French ("Digitale Archive am Oberrhein" and "Grenzüberschreitendes Netzwerk digitaler Geschichtsquellen: Archive als Gedächtnisse der historisch gewachsenen Landschaft Oberrhein" in German) aimed to create a transnational Franco-German portal and an open network of archives. It was supported by institutions, associations and experts in history and civilization. Through this portal, the general public can now access digitized resources, along with further information about them, from archives on both sides of the border.

The German and French archives in the Upper Rhine region, (Baden, Palatinate and Alsace) hold unique manuscripts, some of which date from the Middle Ages and are a source of information about the history of the region and its economic, social and cultural evolution. However, only a small number of people have so far been able to access these resources: the obstacles posed by the language of the documents and the training required to understand them, the scripts used in manuscripts, and especially the dispersal of these resources among different archives have made it difficult for the general public to consult them.

The project's aim in developing the portal was to erase the border between France and Germany: through its content, it is by its very nature a bilingual, cross-border portal and an open network of different archives. The goal was to virtually reproduce the historical memory of the Upper Rhine region. This approach will allow the public to access the historical knowledge and collections of the Upper Rhine region, with the help of modern bilingual explanations of historical documents, and the use of new media (digitization online access, and communication platforms such as blogs).

The project covers the Middle Ages and the beginning of the Early Modern Period (16th century). In the past, people weren't particularly aware of the border, and natural borders such as the Rhine were 'permeable'", which sources from the Middle Ages and the Reformation show clearly. It is expected that the portal will be expanded to cover more recent historical periods, up to and including the major conflicts between France and Germany in the 19th and 20th centuries: representing the border space over time and as a whole, from the height of its strength to its weaker periods would offer a meaningful and coherent perspective.

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Answer 7

Academic authorship

Academic authorship of journal articles, books, and other original works is a means by which academics communicate the results of their scholarly work, establish priority for their discoveries, and build their reputation among their peers.

Authorship is a primary basis that employers use to evaluate academic personnel for employment, promotion, and tenure. In academic publishing, authorship of a work is claimed by those making intellectual contributions to the completion of the research described in the work. In simple cases, a solitary scholar carries out a research project and writes the subsequent article or book. In many disciplines, however, collaboration is the norm and issues of authorship can be controversial. In these contexts, authorship can encompass activities other than writing the article; a researcher who comes up with an experimental design and analyzes the data may be considered an author, even if she or he had little role in composing the text describing the results. According to some standards, even writing the entire article would not constitute authorship unless the writer was also involved in at least one other phase of the project.

Guidelines for assigning authorship vary between institutions and disciplines. They may be formally defined or simply cultural custom. Incorrect application of authorship rules occasionally leads to charges of academic misconduct and sanctions for the violator. A 2002 survey of a large sample of researchers who had received funding from the U.S. National Institutes of Health revealed that 10% of respondents claimed to have inappropriately assigned authorship credit within the last three years. This was the first large scale survey concerning such issues. In other fields only limited or no empirical data is available.

The natural sciences have no universal standard for authorship, but some major multi-disciplinary journals and institutions have established guidelines for work that they publish. The journal Proceedings of the National Academy of Sciences of the United States of America (PNAS) has an editorial policy that specifies "authorship should be limited to those who have contributed substantially to the work" and furthermore, "authors are strongly encouraged to indicate their specific contributions" as a footnote. The American Chemical Society further specifies that authors are those who also "share responsibility and accountability for the results" and the U.S. National Academies specify "an author who is willing to take credit for a paper must also bear responsibility for its contents. Thus, unless a footnote or the text of the paper explicitly assigns responsibility for different parts of the paper to different authors, the authors whose names appear on a paper must share responsibility for all of it."

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Answer 8

Black Women in the Academy: Defending Our Name 1894-1994

Black Women in the Academy: Defending Our Name 1894-1994 was a national conference focusing on black women academics held at the Massachusetts Institute of Technology (MIT) on January 13–15, 1994. This was the first national conference focusing on issues pertaining to black female scholars.

The conference was organized by Robin W. Kilson, MIT professor of history and women's studies, and Evelynn M. Hammonds, MIT professor of the history of science. The conference was inspired by Kilson's "personal frustration through the sense of isolation as a black woman" in higher education. About 1,500 black women scholars attended from across the U.S., ranging from undergraduates to professors to college presidents. It was sponsored by MIT, Wellesley College and Radcliffe College, as well as other foundations.

The conference featured three keynote speakers: Lani Guinier from the University of Pennsylvania Law School, Dr. Johnnetta B. Cole, president of Spelman College; and Professor Angela Davis of the University of California Santa Cruz. Guinier, who had recently been withdrawn from nomination for assistant attorney general by President Bill Clinton, gave an opening speech to three standing ovations, stating that "what was happening to me was a metaphor for the experiences of many women of color". Davis gave the closing speech, arguing the importance of standing up for all black women in the public eye. "While courageous people fought to make the walls of academia less impenetrable, these very victories have spawned new problems and foreshadow new troubles", she said.

The conference also featured over 100 panels, talks, and posters on topics ranging from black women in film and literature, to race and gender politics in academic culture, to specialized research in various topics performed by black female scholars.

At the conference, attendants drafted an appeal to President Clinton, asking him to "commission a blue-ribbon panel on race relations; to promote black women's research and extend the Class Ceiling Commission to address the women of color in academia; to extend funding for community-based social service organizations for the poor; to end covert actions against Haiti and restore President Aristide to power, and to continue to support democracy in South and Southern Africa."

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Answer 9

Workplace bullying in academia

Bullying in academia is workplace bullying of scholars and staff in academia, especially places of higher education such as colleges and universities. It is believed to be common, although has not received as much attention from researchers as bullying in some other contexts.

Bullying is the longstanding violence, physical or psychological, conducted by an individual or group and directed against an individual who is not able to defend himself in the actual situation, with a conscious desire to hurt, threaten, or frighten that individual or put him under stress.

Workplace bullying ranges into the following categories.

Several aspects of academia lend themselves to the practice and discourage its reporting and mitigation. Its leadership is usually drawn from the ranks of faculty, most of whom have not received the management training that could enable an effective response to such situations. The perpetrators may possess tenure — a high-status and protected position – or the victims may belong to the increasing number of adjunct professors, who are often part-time employees.

Academic mobbing is arguably the most prominent type of bullying in academia. Academic victims of bullying may also be particularly conflict-averse.

The generally decentralized nature of academic institutions can make it difficult for victims to seek recourse, and appeals to outside authority have been described as "the kiss of death." Therefore, academics who are subject to bullying in workplace are often cautious about reporting any problems. Social media has recently been used to expose or allege bullying in academia anonymously. Bullying research credits an organizational rift in two interdependent and adversarial systems that comprise a larger structure of nearly all colleges and universities worldwide: faculty and administration. While both systems distribute employee power across standardized bureaucracies, administrations favor an ascription-oriented business model with a standardized criteria determining employee rank.

Faculty depend on greater open-ended and improvised standards that determine rank and job retention. The leveraged intradepartmental peer reviews (although often at a later time, these three reviews are believed to be leveraged by the fact the peers determine promotions of one another at later times) of faculty for annual reappointment of tenure-track, tenure, and post-tenure review is believed to offer "unregulated gray area" that nurture the origin of bullying cases in academia. Although tenure and post-tenure review lead to interdepartmental evaluation, and all three culminate in an administrative decision, bullying is commonly a function of administrative input before or during the early stages of intradepartmental review.

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Answer 10

Byzantine university

Byzantine university refers to higher education during the Byzantine empire.

Although some Byzantine institutions are occasionally referred to as "universities" on grounds they were centers of higher education, the Byzantine world, unlike the Latin West, did not know universities in the strict and original sense of the term. Higher education was rather provided by private teachers, professional groups, and state-appointed teachers, but not by the permanent corporations (Latin universitas) of the medieval university.

In the early period Rome, Athens, and Alexandria were the main centers of learning, but were overtaken in the 5th century by the new capital, Constantinople. After the Academy in Athens closed in 529, and the conquest of Alexandria and Beirut by the Arabs in the mid seventh century, the focus of all higher learning moved to Constantinople.

After Constantinople's founding in 330, teachers were drawn to the new city and various steps were taken for official state support and supervision, but nothing lastingly formal in the way of state-funded education emerged. But in 425 Theodosius II founded the Pandidakterion, described as "the first deliberate effort of the Byzantine state to impose its control on matters relating to higher education." This established a clear distinction between private teachers and public (paid from imperial funds) ones. Official teachers enjoyed privilege and prestige. There were a total of 31: 10 each for Greek and Latin grammar; two for law; one for philosophy; and eight chairs for rhetoric, with five taught in Greek and three in Latin. This system lasted with various degrees of official support until the 7th century. Byzantine rhetoric was the most important and difficult topic studied in the Byzantine education system, forming a basis for citizens to attain public office in the imperial service, or posts of authority within the Church. Along with the dominance of Byzantine intellectual life by imperial patronage came imperial scrutiny of the higher schools' curriculum and staff.

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