Exploratory Analysis of Entrepreneurship Education in the Jamshoro Public Universities: A Descriptive Study

The purpose of this study is to explore entrepreneurship education courses offered by public universities of the Jamshoro higher education institutions (HEIs). It examines the scope and the existing status of entrepreneurship in the Jamshoro public universities. Data were based on secondary data taken from official websites, prospectus, departmental reports and universities’ policy documents of the public universities of the Jamshoro Higher, included three public universities by examining their curricula and exploring the status of entrepreneurship of the selected sample from these universities. The results of this study indicated the public universities of the Jamshoro higher education city, just one core course on entrepreneurship was offered to some departments. Furthermore entrepreneurship programs were extremely rare. As a result, this research may encourage policymakers and universities to develop an effective and appropriate syllabus to fill the gap in existing curriculum of not only entrepreneurship but other courses as well.

Research on Hybrid Teaching in the Experimental Teaching of Principles of Computer Composition

Aiming at the issue of professional engineering certification, this article introduces the hybrid teaching method to the teaching of Principles of Computer Composition, as the core course of computer specialty in applied undergraduate colleges, as well as discusses the experimental teaching method of this course. The teaching scheme is designed in the aspects of experimental teaching platform, teaching content, and student achievement assessment. By making full use of online and offline resources, this teaching method realizes the diversification of learning materials and learning means, the three-dimensional learning space and learning time, as well as effectively improves the teaching effect and quality.

Research on Project-based Teaching of Building Decoration Construction Technology

Building decoration construction technology is the professional core course of construction engineering technology major in higher vocational colleges. The focus of this course is to cultivate students' ability to prepare construction scheme, organize on-site construction, project quality inspection and on-site operation management and control. Starting from the characteristics of architectural decoration construction technology course, this paper carries out Project-based teaching design, establishes the Project-based teaching mode of "combination of work and study", and determines the specific teaching contents and assessment methods, to effectively promote the teaching reform of the course.

Using a Culturally Responsive Lens in the Revision of a Core Preparation Course

With increasing cultural diversity in schools and in special education, teachers must be prepared to meet the needs of students from diverse backgrounds. In addition to evidence-based practices, culturally sustaining pedagogy (CSP) is critical to helping students make meaning of their learning. Therefore, teacher preparation programs must be intentional and explicit in their instruction related to CSP for teacher candidates. We describe a replicable process of course review and revision for the inclusion of CSP with an example from a core course in a special education preservice teacher licensure program. The course, Intersectionality and Disability, is a course in a newly-implemented undergraduate licensure program.

Curriculum Reform and Practice of Architectural Engineering: Based on Architectural CAD

Architectural CAD is the core course of Engineering Cost Specialty in higher vocational colleges. If students can gradually develop the ability of architectural drawing recognition and drawing when learning this course, they can lay a foundation for better work after graduation. This paper expounds the nature of Architectural CAD and the significance of cultivating architectural drawing recognition ability of students based on Architectural CAD course, and analyze the strategy of cultivating architectural drawing recognition ability of students based on Architectural CAD course.

Everything old is old again

A purpose of the Master of Public Administration (MPA) program is to translate theory into practical concepts to prepare leaders of the public and nonprofit sectors. The practice continues to employ entrepreneurial activities throughout the world. The academy has researched, written, and published extensively about entrepreneurship to build knowledge. The author pulled together aspects of the research to build an applicable framework for entrepreneurship—presenting, publishing, and designing an MPA course. This paper discusses that journey. The author sought to find the extent of similar courses in other accredited programs. The findings did not reveal widespread dissemination of entrepreneurship courses. An unintended finding shows that core course offerings appeared to be largely unchanged for decades. Is it time to “reinvent” the MPA program?

THE EVOLUTION OF UNIVERSITY CORE COURSE: FROM THE HISTORY OF NATION BUILDING OF MALAYSIA TO THE APPRECIATION OF ETHICS AND CIVILIZATION

University core courses are the foundation courses prescribed by the university. Students are required to take and must pass this course. At the Universiti Malaysia Sabah (UMS), one of the university's core courses in the History of the Nation Building of Malaysia, a course that was introduced in parallel with the establishment of UMS in 1994. This course is being offered by the Centre for the Promotion of Knowledge and Language Learning (CPKLL) for undergraduate students in UMS. In 2004, this course renamed the History of the Nation Building of Malaysia and later replaced by a newly introduced course namely Ethnic Relations in 2008. Subsequently, this core course has renamed the Appreciation of Ethics and Civilization in 2020. This paper discusses the evolution of the core courses by focusing on the synopsis, objectives, and content of these three courses, as well as the teaching and learning methods. The discussion is largely a descriptive narrative and descriptive-analytical based on the analysis of primary and secondary texts, as well as the experience and observations of the author in conducting the core course. Thus, the study found that the university's core courses are dynamic and flexible, as well as in line with current needs and requirements in an effort to meet the components of Malaysian nationhood.

Transformative Learning in Mastery-Oriented CS0 Course

The introductory programming course, commonly known as CS1 and offered as a core course in the first year in all engineering programs in India, is unique because it can address higher cognitive levels, metacognition and some aspects of the affective domain. It can provide much needed transformative experiences to students coming from a system of school education that is dominantly performance-driven. Unfortunately, the CS1 course, as practiced in almost all engineering programs, is also performance-driven because of a variety of compulsions. This paper suggests that the inclusion of a course CS0 can bring about transformative learning that can potentially make a significant difference in the quality of learning in all subsequent engineering courses. The suggested instruction design of this course takes the advantage of the unique features of a course in programming. The proposed CS0 course uses “extreme apprenticeship” and “guided discovery” methods of instruction. The effectiveness of these instruction methods was established through the use of the thematic analysis, a well-known qualitative research method, and the associated coding of transformative learning experiences and instruction components.