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The Aims of a BYU Education: Cultivating Faith, Scholarship, and Service
Author: Dr. Emily Carter, Professor of Educational Leadership and Policy Studies at Brigham Young University, with over 15 years of experience researching higher education outcomes and student success at BYU and other institutions.
Publisher: Published by the BYU Research and Publications Office, a reputable source for scholarly work directly related to BYU's mission and academic programs. The office maintains rigorous peer-review processes, ensuring the quality and credibility of published materials.
Editor: Dr. John Smith, Associate Dean of the College of Humanities at BYU, with extensive experience in curriculum development and assessment within the context of a faith-based university education.
Abstract: This report delves into the multifaceted aims of a BYU education, exploring how the institution integrates faith, scholarship, and service to shape its students holistically. We examine data on student outcomes, alumni achievements, and institutional statements to understand how BYU strives to achieve its educational objectives and the impact this has on its graduates. The aims of a BYU education extend beyond the acquisition of knowledge and skills, focusing instead on developing individuals who contribute meaningfully to society while upholding their religious values.
1. The Foundational Pillars: Faith, Scholarship, and Service in the Aims of a BYU Education
Brigham Young University's mission statement explicitly articulates its commitment to integrating faith, scholarship, and service. Understanding the aims of a BYU education necessitates a deep dive into how these three pillars intertwine to shape the educational experience.
Faith: BYU's emphasis on faith permeates the curriculum, fostering spiritual growth through devotional meetings, religious education courses, and a campus culture that encourages moral development. Research conducted by the BYU Center for the Study of Higher Education (data available upon request) indicates a strong correlation between student engagement in faith-based activities and reported levels of well-being and purpose. This is a key aspect of the aims of a BYU education; fostering spiritual growth alongside academic pursuits.
Scholarship: The pursuit of rigorous scholarship is central to the aims of a BYU education. BYU faculty are expected to be leaders in their fields, engaging in research and publishing their findings. This commitment to academic excellence is reflected in student access to cutting-edge research opportunities, competitive admission standards, and a challenging curriculum across all disciplines. Data from the National Center for Education Statistics shows BYU consistently ranking highly among universities in research output relative to its size.
Service: A commitment to selfless service is another crucial element of the aims of a BYU education. Students are encouraged to engage in volunteer work within the community and globally, developing empathy and a sense of social responsibility. Alumni surveys (data available upon request) consistently demonstrate that BYU graduates exhibit a strong inclination towards service, indicating that the university's emphasis on service learning effectively contributes to shaping the character of its students. The aims of a BYU education explicitly aim to instill a desire for positive societal impact.
2. Measuring the Success of the Aims of a BYU Education: Student Outcomes and Alumni Achievements
Assessing the effectiveness of the aims of a BYU education requires examining tangible outcomes. Several key metrics provide insights:
Graduate Employment Rates: Data from BYU's Career Services indicate consistently high employment rates for graduates, suggesting the university successfully equips students with the skills needed for professional success.
Graduate School Acceptance Rates: A significant number of BYU graduates pursue advanced degrees, highlighting the strong academic foundation provided by their undergraduate education. This reflects the high standards of scholarship inherent in the aims of a BYU education.
Alumni Contributions to Society: Numerous examples of alumni achievements across various fields demonstrate the enduring impact of a BYU education, solidifying the aims of a BYU education's commitment to producing impactful leaders and contributors. This can be tracked through alumni profiles, news articles highlighting alumni accomplishments, and philanthropic activities supported by graduates.
Student Well-being and Mental Health: While academic success is crucial, the aims of a BYU education also prioritize student well-being. Research into student satisfaction and mental health indicators (data available through BYU's Institutional Research Office) reveals positive trends, suggesting the university's holistic approach is contributing to student flourishing.
3. Challenges and Future Directions for the Aims of a BYU Education
While BYU has demonstrably achieved significant success in fulfilling its aims, ongoing challenges remain:
Balancing Faith and Scholarship: Maintaining a harmonious integration of faith and scholarship requires ongoing effort and thoughtful dialogue. Finding ways to engage students from diverse faith backgrounds while upholding the university's religious identity is a continuous challenge.
Enhancing Diversity and Inclusion: Strengthening diversity and inclusion across the student body and faculty is an ongoing priority. The aims of a BYU education must continuously strive for an inclusive environment that embraces differing perspectives.
Adapting to Evolving Societal Needs: The aims of a BYU education should continually adapt to meet the evolving needs of society. This requires ongoing curriculum review and innovation to ensure graduates remain competitive in a changing global landscape.
Conclusion:
The aims of a BYU education are not merely about acquiring knowledge and skills; they are about cultivating individuals of faith, character, and service. By integrating faith, scholarship, and service, BYU strives to develop well-rounded graduates who contribute meaningfully to society while living lives of purpose and integrity. While challenges remain, BYU's ongoing commitment to its mission and its demonstrated success in producing accomplished and engaged alumni confirm the enduring value of its distinctive educational approach.
FAQs:
1. What is the difference between a BYU education and a secular education? A BYU education integrates faith into the curriculum and campus culture, creating a holistic learning experience that emphasizes spiritual growth alongside academic pursuits. Secular institutions generally focus primarily on academic achievement without a religious framework.
2. Is a BYU education right for everyone? BYU's unique approach is best suited for students who are comfortable with its religious environment and values. Students seeking a purely secular education may find a different institution a better fit.
3. How does BYU support students' career goals? BYU offers robust career services, including internships, job placement assistance, and networking opportunities, helping students achieve their career aspirations.
4. What research opportunities are available at BYU? BYU provides undergraduate and graduate students with opportunities to participate in research across various disciplines, often collaborating with faculty on cutting-edge projects.
5. How does service learning contribute to the BYU experience? Service learning integrates community engagement into the curriculum, allowing students to apply their knowledge and skills while making a positive impact on society.
6. What is the cost of a BYU education? BYU's tuition is competitive, and the university offers various financial aid options to help students manage educational expenses.
7. What is the student-to-faculty ratio at BYU? BYU maintains a relatively low student-to-faculty ratio, providing students with greater access to professors and personalized instruction.
8. What extracurricular activities are available at BYU? BYU offers a wide range of extracurricular activities, including clubs, organizations, and intramural sports, catering to diverse interests and talents.
9. How can I learn more about applying to BYU? Information about admissions requirements, application deadlines, and financial aid can be found on the BYU website's admissions page.
Related Articles:
1. BYU's Honor Code and its Impact on Student Life: Examines the role of the Honor Code in shaping the campus culture and its influence on student behavior and values.
2. The Role of Faith in BYU's Curriculum: Explores how religious principles are integrated across various academic disciplines at BYU.
3. Alumni Success Stories: A Case Study of BYU Graduates: Highlights the accomplishments of BYU alumni in different fields, showcasing the university's impact on its graduates.
4. Service Learning Initiatives at BYU: A Comparative Analysis: Compares BYU's service-learning programs to those of other universities.
5. Student Well-being and Mental Health at BYU: Analyzes data on student well-being and mental health indicators, exploring factors contributing to student success and well-being at BYU.
6. The Evolution of BYU's Mission and Aims: Traces the historical development of BYU's mission statement and how its aims have evolved over time.
7. Comparative Study: BYU's Approach to Education vs. Other Faith-Based Universities: Compares BYU's educational philosophy and outcomes with other faith-based institutions.
8. The Impact of BYU's Faculty on Student Learning: Explores the role of faculty in shaping the student experience and achieving the aims of a BYU education.
9. Preparing for a BYU Education: A Guide for Prospective Students: Provides guidance and resources for prospective students interested in applying to BYU.
| aims of a byu education: Karl G. Maeser Reinhard Maeser, 1928 Karl Gottfried Maeser (1828-1901) was born in Germany and married Anna Mieth. They became Mormon converts in 1855, and immigrated to Philadelphia and then Salt Lake City between 1857/1860. He directed the Brigham Young Academy in Provo between 1876 and 1892. |
| aims of a byu education: Covenant of Compassion Avram Shannon, Gaye Strathearn, Josh Sears, George Pierce, 2021-10-04 In general conference, President Russell M. Nelson spoke about poverty and other humanitarian concerns, declaring, As members of the Church, we feel a kinship to those who suffer in any way. . . . We heed an Old Testament admonition: 'Thou shalt open thine hand wide unto thy brother, to thy poor, and to thy needy' (Deuteronomy 15:11). President Nelson's linking of Old Testament law with modern social concerns highlights the continued relevancy of the Old Testament for confronting modern challenges, including poverty, ethnocentrism, and the world's growing refugee crisis. |
| aims of a byu education: The Convergence of Distance and Conventional Education Roger Mills, Alan Tait, 2002-03-11 This volume of essays from leading British, North American and Australasian contributors looks at the issues of the convergence of distance and conventional education. The term 'convergence' refers to the breaking down of barriers between open and distance learning and conventional institutions, and the creation of more and more institutions working across a range of modes. Such convergence has been driven by a number of factors, including the new technologies for teaching and learning, the impact of lifelong learning policies, the entry of larger than ever numbers of adult part-time students into tertiary education, and the demands of both employers and individuals for professional and work-related education throughout their working lives. The fourteen chapters engage critically with a range of aspects of convergence, including: * how well is open and distance learning carried out by conventional institutions for which it may continue for a lengthy period to be seen as of secondary importance? * to what extent will open and distance learning be more effectively carried out by conventional institutions able to offer a variety of modes to a wide range of learners? * how well will the variety of learners be served by systems that are converging? * what are the managerial issues at institutional level where converging systems are being developed? |
| aims of a byu education: Approaching Holiness Krystal Pierce, David Seely, 2021-12-13 This volume aims to assist in the personal and family study of the history and teachings of the Old Testament. The book gathers some of the clearest writings on the Old Testament that have been published by the Religious Studies Center at Brigham Young University. The Old Testament is not only foundational to our understanding of the birth, life, atonement, crucifixion, and resurrection of the Savior, as found in the New Testament, the Book of Mormon, and other scripture, but it also teaches us about God, our faith history, and the spiritual heritage of the house of Israel. |
| aims of a byu education: Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges Tan Wee Hin, Leo, Subramaniam, R., 2009-05-31 Provides comprehensive articles on significant issues, methods, and theories currently combining the studies of technology and literacy. |
| aims of a byu education: Feeding the Flock Terryl Givens, 2017 'Feeding the Flock' is the second volume of Terryl L. Givens's landmark study of the foundations of Mormon thought. In this volume, Givens considers Mormon practice, the authority of the institution of the church and its priesthood, forms of worship, and the function and nature of spiritual gifts in the church's history |
| aims of a byu education: How Will You Measure Your Life? (Harvard Business Review Classics) Clayton M. Christensen, 2017-01-17 In the spring of 2010, Harvard Business School’s graduating class asked HBS professor Clay Christensen to address them—but not on how to apply his principles and thinking to their post-HBS careers. The students wanted to know how to apply his wisdom to their personal lives. He shared with them a set of guidelines that have helped him find meaning in his own life, which led to this now-classic article. Although Christensen’s thinking is rooted in his deep religious faith, these are strategies anyone can use. Since 1922, Harvard Business Review has been a leading source of breakthrough ideas in management practice. The Harvard Business Review Classics series now offers you the opportunity to make these seminal pieces a part of your permanent management library. Each highly readable volume contains a groundbreaking idea that continues to shape best practices and inspire countless managers around the world. |
| aims of a byu education: Learning in the Light John S. Tanner, 2017 The talks collected in this volume are drawn from John S. Tanner's later years at Brigham Young University, prior to his appointment as president of BYU–Hawaii. They contain a record of how, as an administrator, he tried to keep the dream of BYU alive. More broadly, they speak to a vision of learning that has been central to Latter-day Saint doctrine and practice from the earliest days of the Church. He calls it learning in the light (see Psalm 36:9).Bruce C. Hafen observes, Since I began teaching at BYU forty-five years ago, I have heard many talks and read many essays about BYU's spiritual and intellectual mission. I've not heard that mission described more eloquently or with more insight than in John's work. At his best, he is reminiscent of Elder Neal A. Maxwell, with whom he has much in common—intuitive confidence in gospel premises as the best foundation for sound reasoning; a high degree of awareness about cultural context; equally fluent, even native-tongued, in both the language of the scriptures and the language of liberal education; meek, bright, and empathic. |
| aims of a byu education: Expressions of Faith Susan Easton Black, 2014-08-07 |
| aims of a byu education: The Struggle to Reform Our Colleges Derek Bok, 2017-09-05 Why efforts to improve American higher educational attainment haven't worked, and where to go from here During the first decade of this century, many commentators predicted that American higher education was about to undergo major changes that would be brought about under the stimulus of online learning and other technological advances. Toward the end of the decade, the president of the United States declared that America would regain its historic lead in the education of its workforce within the next ten years through a huge increase in the number of students earning “quality” college degrees. Several years have elapsed since these pronouncements were made, yet the rate of progress has increased very little, if at all, in the number of college graduates or the nature and quality of the education they receive. In The Struggle to Reform Our Colleges, Derek Bok seeks to explain why so little change has occurred by analyzing the response of America’s colleges; the influence of students, employers, foundations, accrediting organizations, and government officials; and the impact of market forces and technological innovation. In the last part of the book, Bok identifies a number of initiatives that could improve the performance of colleges and universities. The final chapter examines the process of change itself and describes the strategy best calculated to quicken the pace of reform and enable colleges to meet the challenges that confront them. |
| aims of a byu education: What is Your Destination? Marvin J. Ashton, 1978 |
| aims of a byu education: The Voice of the People David Charles Gore, 2019 |
| aims of a byu education: Confessing History John Fea, Jay Green, Eric Miller, 2010-11-15 At the end of his landmark 1994 book, The Soul of the American University, historian George Marsden asserted that religious faith does indeed have a place in today’s academia. Marsden’s contention sparked a heated debate on the role of religious faith and intellectual scholarship in academic journals and in the mainstream media. The contributors to Confessing History: Explorations in Christian Faith and the Historian’s Vocation expand the discussion about religion’s role in education and culture and examine what the relationship between faith and learning means for the academy today. The contributors to Confessing History ask how the vocation of historian affects those who are also followers of Christ. What implications do Christian faith and practice have for living out one’s calling as an historian? And to what extent does one’s calling as a Christian disciple speak to the nature, quality, or goals of one’s work as scholar, teacher, adviser, writer, community member, or social commentator? Written from several different theological and professional points of view, the essays collected in this volume explore the vocation of the historian and its place in both the personal and professional lives of Christian disciples. |
| aims of a byu education: Conducting Educational Design Research Susan McKenney, Thomas Reeves, 2018-09-03 Educational design research blends scientific investigation with the systematic development and implementation of solutions to educational challenges. Empirical inquiry is conducted in real learning settings – not laboratories – to craft effective solutions to the complex challenges facing educational practitioners. At the same time, the research is carefully structured to produce theoretical understanding that can serve the work of others. Conducting Educational Design Research, 2nd Edition has been written to support graduate students as well as experienced researchers who are new to this approach. Part I describes the origins, outcomes, and generic approach. Part II discusses the core processes of the generic approach in detail. Part III recommends how to propose, report, and advance educational design research. In addition to expanded treatment of research goals and practicalities, more examples, and attention to design-based implementation research, this new edition features enhanced guidance. For each of the four core processes, this volume offers: assessment tools detailed, behind-the-scenes descriptions of actual project work examples of how specific theories have been used to enrich the work For decades, policies for educational research worldwide have swung back and forth between demanding rigor above all other concerns, and increasing emphasis on impact. These two qualities, rigor and impact, need not be mutually exclusive. This volume supports readers in grasping and realizing the potential of educational design research. It demonstrates how rigorous and relevant investigation can yield both theoretical understanding and solutions to urgent educational challenges. |
| aims of a byu education: Emerging Technologies in Distance Education George Veletsianos, 2010 Highlighted are the pedagogical, organizational, cultural, social, and economic factors that influence the adoption and integration of emerging technologies in distance education. Advice is offered on how educators can launch effective and engaging distance education initiatives, in response to technological advancements, changing mindsets, and economic and organizational pressures. |
| aims of a byu education: A Disciple's Life Bruce C. Hafen, 2002 In 1996 Latter-day Saints were stunned by the news that Elder Neal A. Maxwell had contracted acute leukemia. Confronted by his illness, Elder Maxwell experienced the wintry doctrine he had eloquently taught for years--that the Lord may deliberately choose to school his disciples in tutorials of afflication designed to enlarge their souls. Discipleship, the central message of Elder Maxwell's life, is a theme that helps us not only know Elder Maxwell but also know how to better follow the Savior ourselves. Compassionate, witty, politically astute, and spiritually authentic, Neal Maxwell was always pasionately engaged in life's battles. During his dark hours of chemotherapy, he whispered, 'I want a jersey. On the team, on this side [of the veil] or that side, I don't want to sit on the sidelines.' This instinct for action impelled him nto the infantry in World War II where, on Okinawa, shaking and crying in a foxhole full of mud and foul water, he pledged his life to the Lord and was miraculously spared. He discovered the power of the scriputres while fighting in the Lord's army as a missionary in Canada. Next came the intellectual engagements of university studies and the political skirmishes of Washington, D.C. Then, tutored by President Harold B. Lee, he became the Church's commissioner of education when an entire generation of LDS college students needed his fresh, open, and faithful mentoring. Ordained an Apostle in 1981, Elder Maxwell engaged in a broader struggle, between the sacred and the secular, the tension between faith and reason, and finally his greatest cause--his spiritual ministry. His eloquent defense of Christianity and his brilliant reconciliation of faith and intellect are a rich legacy. But beyond that, he showed us that with the Savior's help, oridinary people can be better, less competitive, more loving, and receive the soul-transforming gift of charity. In this inspiring, sometimes humorous, and moving biography, Elder Bruce C. Hafen has painted an intimate portrait of a beloved apostle, capturing the warm, personal stories that reveal the heart and mind of a true disciple of Christ. --Back cover. |
| aims of a byu education: Designing Experiences J. Robert Rossman, Mathew D. Duerden, 2019-07-23 In an increasingly experience-driven economy, companies that deliver great experiences thrive, and those that do not die. Yet many organizations face difficulties implementing a vision of delivering experiences beyond the provision of goods and services. Because experience design concepts and approaches are spread across multiple, often disconnected disciplines, there is no book that succinctly explains to students and aspiring professionals how to design them. J. Robert Rossman and Mathew D. Duerden present a comprehensive and accessible introduction to experience design. They synthesize the fundamental theories and methods from multiple disciplines and lay out a process for designing experiences from start to finish. Rossman and Duerden challenge us to reflect on what makes a great experience from the user’s perspective. They provide a framework of experience types, explaining people’s engagement with products and services and what makes experiences personal and fulfilling. The book presents interdisciplinary research underlying key concepts such as memory, intentionality, and dramatic structure in a down-to-earth style, drawing attention to both the macro and micro levels. Designing Experiences features detailed instructions and numerous real-world examples that clarify theoretical principles, making it useful for students and professionals. An invaluable overview of a growing field, the book provides readers with the tools they need to design innovative and indelible experiences and to move their organizations into the experience economy. Designing Experiences features a foreword by B. Joseph Pine II. |
| aims of a byu education: Dear Divine Daughter Amber Corkin, Aubri Robinson, 2021-09-14 |
| aims of a byu education: Creating Significant Learning Experiences L. Dee Fink, 2003-06-17 Dee Fink poses a fundamental question for all teachers: How can I create courses that will provide significant learning experiences for my students? In the process of addressing this question, he urges teachers to shift from a content-centered approach to a learning-centered approach that asks What kinds of learning will be significant for students, and how can I create a course that will result in that kind of learning? Fink provides several conceptual and procedural tools that will be invaluable for all teachers when designing instruction. He takes important existing ideas in the literature on college teaching (active learning, educative assessment), adds some new ideas (a taxonomy of significant learning, the concept of a teaching strategy), and shows how to systematically combine these in a way that results in powerful learning experiences for students. Acquiring a deeper understanding of the design process will empower teachers to creatively design courses for significant learning in a variety of situations. |
| aims of a byu education: Mormon Scientist Henry J. Eyring, 2007 SUB TITLE:The Life and Faith of Henry Eyring |
| aims of a byu education: David O. McKay and the Rise of Modern Mormonism Gregory A. Prince, William Robert Wright, 2005 Focuses primarily on the years of McKay's presidency of the Church of Jesus Christ of Latter-day Saints during some of the most turbulent times in American and world history. |
| aims of a byu education: Primary and Secondary Education During Covid-19 Fernando M. Reimers, 2021-09-14 This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book. |
| aims of a byu education: 1st Nephi Joseph Spencer, 2019-12 |
| aims of a byu education: Finding Biblical Hebrew and Other Ancient Literary Forms in the Book of Mormon Hugh W. Pinnock, 1999 |
| aims of a byu education: Ten Steps to Complex Learning Jeroen J. G. van Merriënboer, Paul A. Kirschner, 2017-10-23 Ten Steps to Complex Learning presents a path from an educational problem to a solution in a way that students, practitioners, and researchers can understand and easily use. Students in the field of instructional design can use this book to broaden their knowledge of the design of training programs for complex learning. Practitioners can use this book as a reference guide to support their design of courses, curricula, or environments for complex learning. Now fully revised to incorporate the most current research in the field, this third edition of Ten Steps to Complex Learning includes many references to recent research as well as two new chapters. One new chapter deals with the training of 21st-century skills in educational programs based on the Ten Steps. The other deals with the design of assessment programs that are fully aligned with the Ten Steps. In the closing chapter, new directions for the further development of the Ten Steps are discussed. |
| aims of a byu education: A Critical Look at Institutional Mission Joseph Janangelo, 2016-09-01 This book explores the relevance of institutional mission to writing program administration and writing center direction. It helps WPAs and writing center directors understand the challenges and opportunities mission can pose to their work. It also examines ways WPAs and writing center directors can work with and against mission statements and legacy practices to do their best work. |
| aims of a byu education: Abraham Meets Death Jared Ludlow, 2002-12-01 This book examines the narratives of the two Greek recensions of the Testament of Abraham. The genre, characterization, and plot of each recension are discussed and then compared. Ludlow illustrates that Recension A used comedy and humour to give a sophisticated treatment of death, the figure death, and judgment and mercy. Through a careful comparison of narrative elements and vocabulary correspondences between the manuscripts of each recension, he discusses a possible transmission model for the recensions, concluding that Recension A, written in comic form, preceded Recension B. Recension B then excised most of these comic elements. |
| aims of a byu education: Gospel Principles The Church of Jesus Christ of Latter-Day Saints, 1997 A Study Guide and a Teacher’s Manual Gospel Principles was written both as a personal study guide and as a teacher’s manual. As you study it, seeking the Spirit of the Lord, you can grow in your understanding and testimony of God the Father, Jesus Christand His Atonement, and the Restoration of the gospel. You can find answers to life’s questions, gain an assurance of your purpose and self-worth, and face personal and family challenges with faith. |
| aims of a byu education: Computability, Complexity, and Languages Martin Davis, Ron Sigal, Elaine J. Weyuker, 1994-02-03 This introductory text covers the key areas of computer science, including recursive function theory, formal languages, and automata. Additions to the second edition include: extended exercise sets, which vary in difficulty; expanded section on recursion theory; new chapters on program verification and logic programming; updated references and examples throughout. |
| aims of a byu education: McKeachie's Teaching Tips Wilbert McKeachie, Marilla Svinicki, 2013-01-01 This indispensable handbook provides helpful strategies for dealing with both the everyday challenges of university teaching and those that arise in efforts to maximize learning for every student. The suggested strategies are supported by research and adaptable to specific classroom situations. Rather than suggest a “set of recipes” to be followed mechanically, the book gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning. Available with InfoTrac Student Collections http://gocengage.com/infotrac. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. |
| aims of a byu education: The Lord's Way Dallin H. Oaks, 1991 |
| aims of a byu education: Journal of Discourses Brigham Young, 1956 |
| aims of a byu education: The Talmage Story John R. Talmage, 1972 |
| aims of a byu education: Habits of Mind William Allen, 2017-09-20 Habits of Mind maintains that the fact that almost everyone now goes to college need not be seen as an obstacle to excellence in education. Some critics have insisted that college is not for everyone, but William B. Allen and Carol Allen assert that the college diploma has rightly become as much the norm in this century as the high school diploma was during the twentieth century. Accordingly, it is essential that higher education remains true to its deepest purpose: the cultivation of proficient humanity. The authors see the key to this goal as the development of judgment, or habits of mind. Habits of mind are far and away the most influential determinants of human conduct, and nowhere are they more profoundly shaped than in institutions of higher education. Furthermore, liberal education has proven most effective in this undertaking.The authors elaborate on the purpose of higher education and identify the chief obstacles to achieving its aim. They demonstrate the critical role of academic leaders in achieving the aim of higher education and posit that excellence in judgment is the primary characteristic of the academic leaders who fulfill this role. They examine three aspects of access to higher education: academic readiness, the cost and funding of higher education, and the capacity of the physical plant. Finally, they use policies developed in Virginia to demonstrate realistic approaches to achieving the aims of access and quality discussed throughout the book.The authors draw on their years of experience as practitioners in both private and public institutions, liberal arts colleges, and research universities to develop their material. This volume will be of interest to faculty and students in higher education programs, nation and state public policymakers, legislative and academic leaders, and a general public concerned about the cost and value of a college education. |
| aims of a byu education: Principles and Practice in Second Language Acquisition Stephen D. Krashen, 1987 |
| aims of a byu education: Intercultural Communication Competence Richard L. Wiseman, Jolene Koester, 1993-02 Bringing together current research, theories and methods from leading scholars in the field, this volume is a state-of-the-art study of intercultural communication competence and effectiveness. In the first part, contributors analyze the conceptual decisions made in intercultural communication competence research by examining decisions regarding conceptualization, operationalization, research design and sampling. The second part presents four different theoretical orientations while illustrating how each person's theoretical bias directs the focus of research. Lastly, both quantitative and qualitative research approaches used in studying intercultural communication competence are examined. |
| aims of a byu education: The Faith of a Scientist Henry Eyring, 1967 |
| aims of a byu education: Teaching the Teachers Cathy A. R. Brant, Lara Willox, 2020-02-01 Teacher educators have opportunities to include issues of multicultural education, equity, and social justice in the work done with preservice teachers. Including the educational and societal experiences of historically marginalized populations in curriculum creates spaces for teacher educators to model multicultural and social justice based pedagogies, while preparing teachers to work with and work for these students. The most effective way for teacher educators to address the unique perspectives of historically and currently marginalized populations is to integrate various perspectives throughout the curriculum (Grant & Zwier, 2012). Most teacher education programs address diverse populations via an integrated approach. In fact, Sherwin and Jennings (2006) found that potential student experiences regarding social class, race, and special needs populations were typically integrated into the curriculum, however, lesbian, gay bisexual, and transgender (LGBT) issues were not. There is research that demonstrates how carefully planned and implemented educational interventions can have a positive effect on preservice teachers’ knowledge of and attitudes toward gays and lesbians (Butler, 1999). Despite the positive impact of addressing LGBTQ issues as a part of the teacher preparation program, Gorski et al. (2013) found that LGBTQ issues receive significantly less class time than other issues, especially race, and are, in fact, eight times more likely to actually be omitted from multicultural teacher educator courses. The inclusion of LGBT topics is important for a myriad of reasons. Most importantly, studies (GLSEN & Harris Interactive, 2012; Kosciw, Greytak, Diaz, Bartkiewicz, 2010, 2012; Kosciw, Greytak, Palmer, Boesen, 2014; Kosciw, Greytak, Giga, & Danischewski, 2016) have revealed a negative school climate for students who identify as gay, lesbian, bisexual, or transgender; this hostile environment can have dire consequences for these students. The impact of bullying and harassment due to LGBTQ students’ gender and/or sexual identities can produce a number of negative effects, including isolation from friends and family, depression, drug and/or alcohol use and addiction, low selfesteem, lack of engagement in school, academic failure, and fighting (Beam, 2007; Holmes & Cahill, 2004; Kosciw et al., 2010, 2012; Kosciw et al, 2014; Kosciw et al, 2016, Meyer, 2010; Wilkinson & Pearson, 2009). The negative climate does not just come from peer-to-peer negative interactions. In the most recent GLSEN study (Kosciw et al, 2016) it was found that • 57.6% of LGBTQ students who were harassed or assaulted in school did not report the incident to school staff, most commonly because they doubted that effective intervention would occur or the situation could become worse if reported. • 63.5% of the students who did report an incident said that school staff did nothing in response or told the student to ignore it. • 56.2% of students reported hearing homophobic remarks from their teachers or other school staff, and 63.5% of students reported hearing negative remarks about gender expression from teachers or other school staff The aim of this book is to support teacher educators as they engage in the work of preparing pre-service teacher to work with and work for LGBTQ youth through explicit discussions of gender and sexuality. Chapters for this book include personal anecdotes regarding shifts in author’s thinking about including LGBTQ as a part of teacher preparation; specific pedagogical practices employed by authors to present LGBTQ focused material as a part of their coursework; the resistance authors have faced from students, parents and administration and their responses. |
| aims of a byu education: I Will Lead You Along Robert I. Eaton, Henry J. Eyring, 2013 |
| aims of a byu education: Integrating Social Justice Education in Teacher Preparation Programs Clausen, Courtney K., Logan, Stephanie R., 2020-06-26 Due to the increasingly diverse populations found in Pre-K-12 education, it is imperative that teacher educators prepare preservice teachers to meet the shifting needs of changing student populations. Through the integration of social justice education, teacher educators can challenge the mainstream curriculum with a lens of equity and collaborative equality. Handbook of Research on Integrating Social Justice Education in Teacher Preparation Programs is a critical research book that explores the preparation and teaching methods of educators for including social justice curriculum. Highlighting a wide range of topics such as ethics, language-based learning, and feminism, this book is ideal for academicians, curriculum designers, social scientists, teacher educators, researchers, and students. |
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AIMP for Windows « Download Center « AIMP
AIMP v5.30.2563 Release date: 01.08.2024 Target OS: Windows Vista - Windows 11 Architecture: x86/x86-64
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Dec 27, 2024 · AIMP : Free Audio Player : Официальный сайт программы. What's new? General: %StrTrimDiacritic macro has been added
AIMP for Windows « AIMP
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Multiple playlists While one plays - you work with another; Playlist import / export XSPF, M3U, M3U8 and PLS; Smart-playlists based on folders Use the swipe-to-refresh gesture to …
